Peer teaching and review: A model for writing development and knowledge synthesis

This article outlines an anti-oppressive, egalitarian pedagogical approach that utilizes peer teaching, peer review, and writing activities to improve students' written communication skills and integrate core professional knowledge. This method was implemented as a pilot in a social work senior capstone and writing intensive course designed to showcase students' acquisition of and cumulative development of knowledge and skills through participation in writing an integrative paper. Pedagogical elements such as the course design, an explication of the peer review and mentorship process, and the establishment of the classroom culture and expectations, are discussed. Student responses to the model, suggestions, benefits, limitations, and potential problems are also summarized.