The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Building genre knowledge through peer review: L2 doctoral students' feedback provision in the natural sciences
Open accessAbstract
Doctoral students in the natural sciences who are writing research for the first time and also writing in an additional language (L2) need to acquire knowledge of the genre of the research article (RA). This knowledge can be elusive. One instructional activity that can mediate genre knowledge is students acting as reviewers to peers' RA texts. However, mediation of genre knowledge is contingent on reviewers' focusing on genre features of peers' texts. To explore the focus of L2 doctoral students' peer review, this study examined online feedback provided by 24 L2 doctoral reviewers on 73 texts written by their L2 peers. To determine the potential relevance of the feedback to the scientific research article, review comments were thematically coded, and the categories of comments were then compared with descriptions of text features of RAs in the natural sciences. Findings showed that review comments focused on precision, organization, cohesion, voice and stance, and research knowledge, categories that reflect key aspects of scientific RAs.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Citations
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Artifacts and cultures-of-use in intercultural communication
Thorne, S. L. (2003) · Language Learning & Technology · doi:10.64152/10125/25200 · Cited by 573
LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING: Case Studies
Storch, N., & Wigglesworth, G. (2010) · Studies in Second Language Acquisition · doi:10.1017/s0272263109990532 · Cited by 398
Flagged first, then by citations
Cited by
Sorted by citations
Kim, S. (2023) · Journal of Writing Research · doi:10.17239/jowr-2023.15.02.02 · Cited by 6
Metadata
- Authors
- Sandstrom, K.
- Venue
- Journal of Writing Research
- Published
- 2021-10
- Volume
- 13
- Issue
- vol. 13 issue 2
- Pages
- 257-283
- ISSN
- 2030-1006 (ISSN-L)
- 2294-3307
- OpenAlex
- W3206652616
- Cited by
- 6
- References
- 4
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 1 · 2023: 1
- FWCI
- 4.81
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Journal of Writing Research (publishedVersion, cc-by-nc-nd)
- DiVA at Umeå University (Umeå University) (submittedVersion, other-oa)
- Topics
- Social Sciences › Linguistics and Language › Discourse Analysis in Language Studies
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Library and Information Sciences › Academic Writing and Publishing
- Keywords
- peer review, genre knowledge, second language writing, doctoral students, natural sciences, online feedback, writing instruction, text features, cohesion, precision, organizations
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
