Clive Muir, Program Co-chair
Management Department
Stetson University
De Land, FL 32723
cmuir@stetson.edu
Phone: (386) 822-7423
Fax: (386) 740-3620
Prof. Muir:
I have enclosed an abstract and description for “Words Revising Words: A Modified Delphi Peer Editing
Technique,” a paper I would like considered for the 2003 ABC convention in Toronto.
“Words Revising Words: A Modified Delphi Peer Editing Technique”
Paper (Pedagogy)
Dr. Brian W Gastle
Director of Undergraduate English Literature, Western Carolina Univ.
Board of Reviewers: Business Communication Quarterly
Email:
bgastle@wcu.edu
Postal Address: English Dept. 305 Coulter Hall
Western Carolina University
Cullowhee, NC 28723
Presentation Title:
Presentation Format:
Presenter's Name:
Affiliations:
This paper needs no special equipment, nor does it require special scheduling. I would, of course, be happy
to provide more details upon request.
Please let me know if you need any further information or materials, and I hope you’ll find room for my
work on the schedule. It promises to be an exciting convention.
Sincerely,
Brian W. Gastle
Director of Undergraduate English Literature
Western Carolina University
50-Word Abstract
This paper describes a method of peer editing that uses a modified Delphi group dynamic. This method can
help business writing students improve their writing, allow the students to address and avoid some of the
pitfalls associated with traditional peer editing techniques, and help the professional writing instructor
manage his or her course effectively and professionally.
Description
Words Revising Words: A Modified Delphi Peer Editing Technique
Teachers of professional and business writing have long recognized the value of having students read and
comment on each other’s work. But often they are equally discouraged by this practice because of the
complications that arise, primarily those caused by a host of group dynamics issues. Relying on a long
history of research devoted to the Delphi technique (a method used in businesses and the government to
develop and generate ideas while avoiding some of those very issues of group dynamics), this paper
describes a method of peer editing in professional and business writing classes that can 1) help students
improve their writing, 2) allow the students to address and avoid some of the pitfalls associated with
participatory work groups and small group dynamics, and 3) help the professional writing instructor manage
his or her course effectively and professionally.
Traditionally, peer editing in professional and business writing classes has usually been conducted one of
two ways. Either the students discuss each other’s writing in small groups orally, or they combine this
method with a set of written comments that a peer provides to a writer individually. Unfortunately, these
methods can lead to a number of fairly common problems, including problems like filtering, selective
perception, group shift, and group think. One of the ways that private business and the government have
addressed these problems is to ask groups to conduct idea generation and development via the Delphi
method. This method requires participants to write in suggestions, and then a moderator attempts to
synthesize recommendations. This synthesis is then redistributed for further recommendations until a
consensus is reached. While this method would be difficult to emulate in a class period, I have applied a
modified form successfully in professional writing classes for a number of years
In the Modified Delphi Peer Editing Technique, students exchange documents and write their comments on
the author’s work. Then, the documents are exchanged again and the process is repeated, with one
additional requirement: the peer must now comment on both the original work and the previous set of
comment(s). All suggestions are written; no verbal comments or clarifications are allowed. This process is
repeated as time allows, allowing for multiple comments and a running commentary on those comments.
While this may seem like a simple technique, it has been extremely effective at curbing the aforementioned
group dynamics problems. For the student writer, it provides a set of written comments that are themselves
evaluated by others (a “process” issue”). For the peer commentators, it allows them to develop their own
reading and editing skills by providing a running commentary on revision recommendations and requiring
them to merely write more about writing (a “product” issue). And finally, the professional writing
instructor can 1) use the comments as a writing assignment in and of itself, 2) be assured of peer editing that
focuses on the writing (rather than on the myriad distractions that verbal peer editing often produces), and
3) use the comments in support of his or her final evaluation of the students’ documents.