Student Evaluation and an Introduction to Academic Discourse: “I didn’t like it, and I don’t know how to improve it, because it works”

Drawing from the theories of Paulo Freire, Patricia Bizzell, and Ira Shor, this article describes a five-year ongoing classroom research project that examines the use of peer evaluation as a process for teaching academic discourse. The findings of the project suggest a critical and democratic pedagogical antidote to the national “standards” movement.