Something that seems to be growing increasingly prevalent in Core and WRI courses–– most of these being housed within the English department –– is the utilization of peer editing exercises. If used properly, peer editing helps you in two ways: You the Writer receive feedback that escaped you while you were actively invested in the writing process, and You the Reader become hyper-sensitive to every nuance of the writing process, which in turn will help you upon revising you own work. On top of that, sometimes students find it easier to relate to one another or at the very least, find it easier to relate to one another, making peer editing a less stressful experience in comparison to a one-on-one paper conference with a professor who you don’t know very well. Unfortunately, though rooted in good intentions, I often find peer editing to be one of the most frustrating experiences of a semester.
I think we can all share a collective facepalm at the mentioning of group projects. We all hate them, and we all know how it goes: the overachieving partner who wants to meet four times a week, or the partner you’re not entirely convinced is actually enrolled at the college judging by his attendance in the class. And then there??s you. It might not be your favorite class, but hey, you??ve got a job to do, so you might as well bite the bullet and get the work done. It??s a train wreck, but at least you??re forced to work together due to a common stake in the grade. Now, peer editing is kind of like taking all of the parts of group projects that make you want to cry, and removing the smidgen of responsibility you feel towards actually assisting your fellow human being: “Oh yeah, I forgot to bring your draft to class today, I’ll just email you my notes if I remember later tonight, or tomorrow or some time.”
Granted, a lot of the time the aforementioned disposition comes hand-in-hand with core-level classes that half of those enrolled don’t care for at all. They’re there because they have to be and their attitude reflects that. Another scenario that involves peer editing comes with creative writing courses, which more often than not garner more enthusiasm than required courses. Contrary to those courses is that you run into students who like these courses. Like, really, really like them. You‘ll be able to spot them on the first day of class during introductions: ??I??ve been writing since before I can even remember. I mainly dabble in poetry –– Keats is such an inspiration –– but sometimes I pick more eclectic modes you probably haven’t heard of ???? These people are terrible. Enthusiasm is wonderful and infectious, viewing your work as the second coming of Shakespeare is another thing.
What it comes down to in both of these situations is the presence of overwhelming ego. Whether you’re selfish to the point that you‘re not giving a classmate the time of day to help them or that you‘re unwilling to listen to any feedback on your short stories, ultimately mean the same thing: you‘re too concerned with yourself and what you think to take other people into consideration. And furthermore, it perpetuates the psychic barriers already in place across campus among students –– the “me-first”attitude that should be anathema at a school which has a motto centered around service (which even then often doesn’t focus on the micro, interpersonal, everyday experiences in the classroom).
Now don’t get me wrong, sometimes peer editing is great. If anything, it’s a neat trick a professor can use to promote in-class participation or conversation between individuals who wouldn’t normally cross paths or intellects. If anything, sometimes I just appreciate seeing a particular topic presented by a student in a way I’ve never thought of, especially in Core classes that include plenty of non-English major students who don’t think the way I’m accustomed to. And that, at the core, is the goal of an interdisciplinary, liberal arts approach to education: bringing people from different areas of interest together, exchanging ideas and viewpoints.
Unfortunately, when it doesn’t work, it illuminates a problem that is growing more noticeable –– intellectual apathy. It’s sort of like a collective ‘meh” from across the campus. Students aren’t interested in other students”pursuits; if its not directly pertinent to your major, or, more importantly, if it won’t lead directly to skills easily transferable to a workplace experience while at or after college, it’s not worth it. So, peer editing’s success or merit can only be measured on a student-by-student basis. Some people want to make it work, others don‘t see the point. Sadly, the latter group will most likely pass through college and graduate no worse for wear, so, it comes down to a personal choice. It comes down to the question of whether you favor seeking interconnectivity between all of your academic pursuits here at college, or if you prefer the streamlined system that follows the classroom to workplace trajectory. One is definitely better than the other, but what‘s good and better isn‘t always rewarded for being such.
