 I feel like you have a lot of analysis but like you don't really it's not like connected you don't really know what it's like going towards. I would actually just cut this entire section right here. You feel that I should probably address the issue of purpose in my actual thesis statement. When we think about peer review it's useful actually to have a sense of how central it is. There's kind of peer review that happens in the classroom where peer students other people just like you are looking at your work and you're looking at theirs. Now in a professional level that person might be a peer it might be somebody you've never met you might be the preeminent scholar in your field and your peer might be somebody quite junior. Peer itself just that term is very open-ended it's basically anybody else engaged in the same project you're engaged in trying to understand these basic questions of the discipline. There's always a need to have somebody else tell you where you're going off course. Nobody writes alone. Nobody finishes work alone. Peer review is really the feedback mechanism about the quality of our ideas and how well we communicate them and that's really how academic work moves forward. The response to one's work in whatever form it takes is always crucial because you want to simply if people like your work but you also really want to get you know a qualitative understanding of whether or not your work is doing what you intended to do and whether it's satisfying some requirement of your audience. I wasn't taught how to do peer review. It can be a very mysterious process and certainly a scary one which is why we need to talk more about how it's done and what it involves. It's very hard to understand the process until you've done both sides until you've actually done the reviewing and as well as receive the reviewing. I've talked to all of you I think in conference now on this paper so you've gotten my feedback and today's peer review is for you to share feedback with each other. The students in my class working on each other's drafts what they were doing was really helping the writers produce these ideas to their best possible level. I just thought you could probably combine the first two paragraphs. I know you're trying to get at but I feel like you took too much like too long to explain it. If you're a student beginning the process of peer review and you're uncertain about what you might say to somebody I think one thing to remember is that what you're really doing is providing the experience of a reader. If you keep that in mind you can't really go wrong. I really like this. It was personal but it wasn't too personal that it would feel like you were talking about yourself. I tell the students that they get to say I liked it only once per class. They have to understand that there are collaborators here and that you know it's important to notice what's good in the work but you have to be focused and specific. This section here I might edit to be a little less inflammatory. We've all had some experience with peer review that isn't positive whether that's getting reviews on our own work or being put on the spot to say something when we're not quite sure what we think yet. There is a difference between and saying this piece of writing doesn't work and you're a bad person and it's incumbent of course on the teacher to make sure that that distinction never gets you know never gets forgotten in the classroom. Those mutual newspapers give the effects of the situation in a way which creates negativity in the reader's mind but at the same time the document itself remains objective. When you're beginning to give peer review what that probably means is you're beginning not only to learn the process of peer review but you're beginning to learn the process of understanding whatever it is that you're reviewing. That's a perfect time to also begin peer review not to wait until you're an expert but to start at that point where everything is new where you're beginning because that's when you have the best questions you have them the most capacity to recognize features and to ask about them really freshly. Do you think that using the term social action to further explain the effect that that has on the audience would be a good inclusion in my essay? Coming into this class I had the notion that if I dedicated more and more time by myself to a certain essay that that was going to perfect it but you know really just one word or one sentence from someone else can open up possibilities for me that I would never have realized no matter how long I spent. Because it's a professional requirement peer review can seem like a mechanical exercise but my experience more and more has been that it's a tremendously creative endeavor and and done well is as important to the intellectual process of the work. It's the one place where the author's work becomes truly collaborative. It's central and it permeates everything we do in academia. It gives me the both those seem to be strong men in some sense right. I just wanted to have a some sense of how you people think about how you respond to that. It helps us get better at all the other acts we perform in academia. It helps us get better at learning the methods at creating ideas. Peer review keeps us on our toes. It complicates and enriches our thinking. And you know it's the best possible thing in the world to have a smart person really looking at your work with that depth and regard such that if you listen to what they say and work with it you you and your work become better. My writing isn't the best and I know that and when people play it out to me it's all the surprising and today they actually showed me how I could actually fix my essay which was quite constructive and hopefully when I go back and look over my essay I'll be able to fix those errors which will otherwise make my essay a lot better.