Inclusive Peer Review Activities in College Writing Classes: Autistic Students' Perspectives and Ways of Participating

Abstract

To date, no composition research exists involving autistic college students and peer review. The literature regarding autism suggests that autistic students are likely to experience, value, and participate in peer review differently than nonautistic students. The study compared survey responses from an experimental group, autistic students, and a demographic comparison group, nonautistic students. The data suggests that autistic and nonautistic participants experience, value, and participate in peer response activities in many similar ways, with some general and specific differences supported by autism research. Generally, fewer autistic participants indicated positive experiences of peer review than nonautistic students. Minor differences in the data suggest that autistic participants show a stronger resistance to negative criticism, such as a grade given by partners. While illuminating some potential differences in autistic students’ experiences and preferences regarding peer review, the study suggests the need for further research in the rhetoric and composition field.