Abstract
Collaborative peer response workshops are often conducted in college writing courses. Past research indicates that while peer response seems to be beneficial overall, there are many variables that need to be considered in order for them to be successful. One variable that I find is significantly understudied is the opinions of the main participants involved, the students. In the spring of the 2015-2016 academic year, I conducted a qualitative study that focused specifically on First Year Composition (FYC) students’ views and experiences with peer response introduction methods. The participants of the study included one FYC instructor at a large western state university and one of her FYC sections of twenty-five students. As I analyzed my data I found that peer response introduction methods influence students’ perceptions of and experiences with peer response workshops in terms of: establishing trust, providing students with a peer response language, and ensuring students’ and instructor’s active involvement.