1_how_to_review_your_peer_s_essay

INSTRUCTIONSTo provide an example of peer-editing, below is a student submission that has been edited by the instructor and scored using the grading rubric.---------------------------------------------------------------------------------------------------------------------------- FIRST WE PRESENT THE ORIGINAL STUDENT SUBMISSIONImmortality is an alluring concept. Some scientists believe that it will be possible to "upload" one's mind by recreating the circuitry of the brain in silico. Before we can upload brains, we first must reverse-engineer neural circuitry and begin by creating a circuit map.Electron microscopy provides the only possible method through which we're able to clearly visualize synapses and follow neural processes. Volumetric reconstruction of neural tissue using electron microscopic resolution is necessary to map neural circuitry. Focused ion-beam scanning electron microscopy (Knott et al. 2008) gives excellent quality images, but fails to process tissue pieces larger than 40 microns in diameter. Thin sections imaged with transmission electron microscopy succumb to the damaging effects of manual handling and section distortion. Thus, it's most prudent to use a method that images the block-face directly and is capable of imaging large block-faces. Serial block-face scanning electron microscopy (SBEM; Denk and Horstmann 2004) provides both necessary components.Using SBEM, Dr. Kevin Briggman and associates (Briggman, Helmstaedter, and Denk 2011) recently mapped the connections between starburst amacrine cells and bipolar ganglion cells in the mouse retina to better understand the wiring specificity, elucidating the cellular circuit between starburst amacrine cells and direction-selective bipolar retinal ganglion cells.By staining a 200-micron piece of retina, which contained the entire arborization field of a starburst amacrine cell with an extracellular stain that could outline cells and neural processes in SBEM, Briggman was then able to reconstruct neural processes. Based on morphology, he assessed the locations and sizes of putative synapses on these processes.Unfortunately, synapses were invisible within the data because the tissue was only stained with an extracellular, electron-dense stain and some synaptic features are intracellular. In an effort to address this ambiguity, Briggman then stained a second piece of tissue where synapse-associated features werestained and visible. He then correlated the extracellular morphology found at synapses between the first and second pieces of tissue.This is the first example of relatively large neural circuit reconstruction and it solved controversy about exactly how starburst amacrine cells are wired to be directionally-selective. The next steps in whole-brain circuit reconstruction will be large sample preparation (Mikula, Binding, and Denk 2012) and imaging on a whole-brain SBEM for mapping the whole mouse brain as a first mammalian complete connectome (Seung 2011).ReferencesKnott, Graham,et al. ―Serial Section Scanning Electron Microscopy of Adult Brain Tissue Using Focused Ion Beam Milling.‖ The Journal of Neuroscience 28, no. 12 (March 19, 2008): 2959–2964.Denk, Winfried, and Heinz Horstmann. ―Serial Block-Face Scanning Electron Microscopy to Reconstruct Three-Dimensional Tissue Nanostructure.‖ PLoS Biology 2, no. 11 (November 2004).Briggman, Kevin L., Moritz Helmstaedter, and Winfried Denk. ―Wiring Specificity in the Direction-selectivity Circ uit of the Retina.‖ Nature 471, no. 7337 (March 10, 2011): 183–188.Mikula, Shawn, Jonas Binding, and Winfried Denk. ―Staining and Embedding the Whole Mouse Brain for Electron Microscopy.‖ Nature Methods In press (2012).Seung, H. Sebastian. ―Neuroscience:Towards Functional Connectomics.‖ Nature 471, no. 7337 (March 10, 2011): 170–172.SECOND WE PRESENT THE REVIEWD STUDENT SUBMISSION----------------------------------------------------------------------------------------------------------------------------INSTRUCTOR SCORES ON RUBRIC✓Clarity: 2/3✓Concision: 2/3✓Style: 2/3✓Organization: 3/3✓Focus: 3/3✓Total: 12/15---------------------------------------------------------------------------------------------------------------------------- REVIEWING LEGENDThis is an insertion.This is a deletion.[This is a comment.]---------------------------------------------------------------------------------------------------------INSTRUCTOR EDITSImmortality is an alluring concept. Some scientists believe that it will be possible to "upload" one's mind by recreating the circuitry of the brain in silico. Before we can upload brains, we first must reverse-engineer neural circuitry and begin by creating a circuit map.In the first example of a relatively large neural circuit reconstruction, Dr. Kevin Briggman and colleagues (Briggman, Helmstaedter, and Denk 2011) recently mapped the connections between key neurons—starburst amacrine cells and bipolar ganglion cells—in the mouse retina. The work solves a long-standing controversy about exactly how starburst amacrine cells are wired to be directionally-selective [can you say this more plainly?].Electron microscopy provides the only possible method through which we're able to clearly Briggman's team used serial block-face electron microscopy (SBEM; Denk and Horstmann 2004) to visualize synapses and follow neural processes. Volumetric reconstruction of neural tissue using e E lectron microscopic resolution is necessary to map neural circuitry. Focused ion-beam scanning electron microscopy (Knott et al. 2008) gives excellent quality images, but fails to process tissue pieces larger than 40 microns in diameter;. Thin sections imaged with and transmission electron microscopy requires ultra-thin samples that often succumb to the damaging effects of manual handling and section distortion. Thus, it's most prudent to use a method that images the block-face directly and is capable of imaginglarge block-faces. Serial block-face scanning electron microscopy (SBEM; Denk and Horstmann 2004) provides both necessary components.Using SBEM, Dr. Kevin Briggman and associates (Briggman, Helmstaedter, and Denk 2011) recently mapped the connections between starburst amacrine cells and bipolar ganglion cells in the mouse retina to better understand the wiring specificity, elucidating the cellular circuit between starburst amacrine cells and direction-selective bipolar retinal ganglion cells.Briggman's team treated By staining a 200-micron piece of retina, which contained including the entire arborization field of a starburst amacrine cell with an extracellular stain that could outline cells and neural processes in SBEM, Briggman was then able to reconstruct neural processes. Due to their many intracellular features, Briggman's team could not directly visualize synapses. But, B b ased on morphology, t he y assessed inferred the locations and sizes of putative synapses on these processes. They also Unfortunately, synapses were invisible within the data because the tissue was only stained with an extracellular, electron-dense stain and some synaptic features are intracellular. In an effort to address this ambiguity, Briggman then stained a second piece of tissue where synapse-associated features were stained and visible with an intracellular stain that revealed synapse-associated features,. He then and correlated the extracellular morphology found at synapse s maps between the first and second pieces of tissue.ADD: PARAGRAPH ABOUT THE CONTROVERSY THAT THEY SOLVED!This is the first example of relatively large neural circuit reconstruction and it solved controversy about exactly how starburst amacrine cells are wired to be directionally-selective. The next steps in whole-brain circuit reconstruction will be to prepare, image, and map large sample preparation (Mikula, Binding, and Denk 2012) and imaging on a whole mouse -brain. This would represent the SBEM for mapping the whole mouse brain as a first mammalian complete connectome (Seung 2011) and would be the closest anyone has ever come to immortalizing a mammalian brain.References:Knott, Graham,et al. ―Serial Section Scanning Electron Microscopy of Adult Brain Tissue Using Focused Ion Beam Milling.‖ The Journal of Neuroscience 28, no. 12 (March 19, 2008): 2959–2964.Denk, Winfried, and Heinz Horstmann. ―Serial Block-Face Scanning Electron Microscopy to Reconstruct Three-Dimensional Tissue Nanostructure.‖ PLoS Biology 2, no. 11 (November 2004).Briggman, Kevin L., Moritz Helmstaedter, and Winfried Denk. ―Wiring Specificity in the Direction-selectivity Circuit of the Retina.‖ Nature 471, no. 7337 (March 10, 2011): 183–188.Mikula, Shawn, Jonas Binding, and Winfried Denk. ―Staining and Embedding the Whole Mouse Brain for Electron Microscopy.‖ Nature Methods In press (2012).Seung, H. Sebastian. ―Neuroscience: Towards Functional Connectomics.‖ Nature 471, no. 7337 (March 10, 2011): 170–172.。

HOW TO REVIEW A PAPERDale J.Benos,1Kevin L.Kirk,1and John E.Hall21Department of Physiology and Biophysics,University of Alabama at Birmingham, Birmingham,Alabama35294;and2Department of Physiology and Biophysics, University of Mississippi Medical Center,Jackson,Mississippi39216 M ost scientists acquire their training in manuscript review not through instruction but by actually doing it.Formal training in manuscript analysisis rarely,if ever,provided.Editors usually choose reviewers because of expertise in a given subject area and availability.If an individual repeatedly submitsbad reviews,it is likely that that person will not be asked to review a manuscriptagain.Being invited to review a manuscript is an honor,not only because you arebeing recognized for your eminence in a particular area of research but also becauseof the responsibility and service you provide to the journal and scientific community.The purpose of this article is to define how best to peer review an article.We willstipulate several principles of peer review and discuss some of the main elements ofa good manuscript review,the basic responsibilities of a reviewer,and the rewardsand responsibilities that accompany this process.Proper reviewer conduct is essen-tial for making the peer review process valuable and the journal trustworthy.ADV PHYSIOL EDUC27:47–52,2003;10.1152/advan.00057.2002.Key words:publications;ethics;peer review;reviewer responsibilitiesLike any skill,the art of reviewing manuscripts is one that improves with practice.Although a person is not born with the knowledge or ability of how to be a good reviewer,the characteristics(e.g.,fairness,thor-oughness,integrity)of that person certainly contrib-ute to the activity.Unfortunately,it is rare tofind a scientist whose formal training has incorporated in-struction in the art of reviewing.Nonetheless,the techniques of peer reviewing a manuscript can be nurtured and developed.Yet,peer review is a recog-nized and critical component of the overall publica-tion process that confers“added value”to a submitted paper.Moreover,editors are dependent on the iden-tification of a cadre of“good”reviewers that they can rely on for quality control and process efficiency. Reviewers,for the most part,act in this capacity from a sense of duty,selflessness,and a desire to contribute in an important way to the maintenance of high stan-dards and veracity in their specific areas of research. Usually,no monetary compensation is,or should be, provided.This article will serve as an introduction to peer re-view.Our intent is to identify issues and ethics of the review process,not to provide a comprehensive set of guidelines for all aspects of the review process. We will focus on the peer review of research manu-scripts submitted to scientific journals,but many of the elements of peer review can be applied to other areas,such as grants and books.Several questions will be addressed.What constitutes a good review and reviewer?How should the review of a manuscript be approached?What elements of a review are most useful to the authors and editors?Should a manuscript be reviewed differently depending on the nature of the journal?It is our contention,based on experience,1043-4046/03–$5.00–COPYRIGHT©2003THE AMERICAN PHYSIOLOGICAL SOCIETY on March 7, 2006 Downloaded fromthat if a reviewer acts as an“author advocate,”then many potential problems that may arise during the peer review process will be avoided.For example,a reviewer should treat a manuscript being reviewed as he/she would want his/her own paper treated,i.e., provide a critique that is positive,critical yet objec-tive,and balanced,contains no personally offensive comments,and is returned promptly.When specific criticisms are made,the reviewer should indicate pre-cisely what the problems are and how they may be overcome.A confusing or uninformative critique is not helpful either to the authors or to the editor.If the reviewer disputes a point made by the authors,he/ she should provide explicit justification for his/her argument(e.g.,literature citations).Unjustified biases on the part of the reviewer have no place in peer review.A reviewer also has a responsibility to famil-iarize him/herself with all aspects of the manuscript unless directed by the editor to focus on a specific area.This may entail reading previous,related articles from the authors or other papers in thefield.It is fair to assume that the authors of the submitted manu-script are passionate about their work and that they have made a legitimate effort to perform and interpret their experiments carefully.However,the other hat that a reviewer must wear is that of the“journal advocate.”As a journal advocate,the reviewer’s job is to make sure that the best possible science appears in print.The purpose of peer review is to ensure1) quality,checking that no mistakes in procedure or logic have been made;2)that the results presented support the conclusion drawn;3)that no errors in citations to previous work have been made;4)that all human and animal protocols conducted follow proper review and approval by appropriate institu-tional review committees;and,very importantly,5) that the work is original and significant. ELEMENTS OF MANUSCRIPT REVIEW Manuscript review can be divided into two main cat-egories:the technical and the ethical.Both aspects are primarily concerned with making the manuscript better and ensuring that it is reporting trustworthy data.An example of reviewer instructions is presented as Table1.Note that points1,2,4,5,and6are con-cerned with more technical issues.Is the writing clear, concise,and intelligible?Is the manuscript logical?Does it make a significant and novel contribution to thefield?Are there any fatal methodologicalflaws?Are all thefigures clear and necessary?Point3deals primarily withethical issues.Are there any concerns with regard to theproper use and care of animals?If human studies weredone,were they conducted with the prior approval ofthe subjects and institutions?Did the human protocolsconform to prevailing ethical and legal standards?Point7likewise falls under an ethical realm,only not for theauthors but for the reviewer.The manuscript must betreated in a confidential manner.Thus a reviewer mustnot only provide an unbiased evaluative analysis of the structural components of a manuscript but must do soin an acceptable,ethical context.REVIEWER’S ETIQUETTE ANDRESPONSIBILITIESIt is important to remember that a reviewer is asked toprovide an informed opinion about a manuscript.Thedecision whether the manuscript will be published ismade solely by the editor.Thus the editor must beable to discern very precisely the reviewer’s thoughtsand weigh that opinion with or against those of theother reviewers and his/her own.An editor will ap-preciate a substantive evaluation of a manuscript.If areviewer disagrees with the conclusion of an author,it is incumbent upon the reviewer to provide defini-tive reasons or appropriate citations,not simply makeremarks such as,“I just don’t believe your data,”or“Itcan’t possibly be so.”If a reviewer has a bias againstthe author,he/she should recuse him/herself from reviewing the paper.A reviewer must be knowledge-able about the topic and have a clear understanding ofthe historical context in which the work was done.Because many manuscripts nowadays are collabora-tive efforts between different laboratories using amyriad of different techniques,it is unlikely that anysingle reviewer will be expert in all of the protocols encountered in a given paper.The reviewer should comment only on those aspects of the work withwhich he/she has familiarity;making the editor awareof this is helpful.Again,let us reiterate,the most important rule is to follow the golden rule:treat all manuscripts in the same manner that you would wantyour own treated.The responsibilities of a reviewer can be summarizedas follows.on March 7, 2006Downloaded from1.The reviewer should provide an honest,critical assessment of the research.The reviewer ’s job is to analyze the strengths and weaknesses of the research,provide suggestions for improvement,and clearly state what must be done to raise the level of enthusiasm for the work.The reviewer should not manipulate the process to force the authors to address issues interesting or important to the reviewer but peripheral to the objective(s)of the study.2.The reviewer should maintain con fidentiality about the existence and substance of the manuscript.It is not appropriate to share the manuscript or to dis-cuss it in detail with others or even to reveal the existence of the submission before publication.There are some exceptions,if approved by the editor.One exception is that the reviewer may want a junior colleague to have the experience of reviewing and therefore may ask him/her to collab-orate on a review.However,if this is done,your collaborator on the review should also agree to maintain con fidentiality,and the editor should be informed of the participation of this additional per-son.Some journals require editor approval before a colleague or student is asked to view a submitted paper;others do not.3.The reviewer must not participate in plagiarism.It is obviously a very serious transgression to take data or novel concepts from a paper to advance your own work before the manuscript is pub-lished.4.The reviewer should always avoid,or disclose,any con flicts of interest.For example,the re-TABLE 1Criteria for manuscript review1.Scienti fic quality of the workⅢAre the methods appropriate and presented in suf ficient detail to allow the results to be repeated?ⅢAre the data adequate to support the conclusions?2.PresentationsⅢWriting:Is it clear,concise,and in good English?ⅢTitle:Is it speci fic and does it re flect the content of the manuscript?ⅢAbstract:Is it brief and does it indicate the purpose of the work,what was done,what was found,and the signi ficance?ⅢFigures:Are they justi fied?Are they sharp,with lettering proportionate to the size of the figure?Are there legends to explain the figures?ⅢTables:Can they be simpli fied or condensed?Should any be omitted?ⅢTrade names,abbreviations,symbols:Are these misused?3.Research violationsⅢAre there violations of the Guiding Principles in the Care and Use of Laboratory Animals?ⅢIf the research involved human subjects,were the studies performed in accordance with the Declaration of Helsinki?If you have concerns about the welfare of animal or human subjects used by the authors,include written comments to the editor.4.RatingⅢAssign a rating on the reviewer form;rank the manuscript relative to other work in the same field.5.Con fidential commentsⅢProvide comments regarding the novelty and signi ficance of the manuscript.ⅢProvide a recommendation about the manuscript ’s suitability for publication in the journal;these comments will not be returned to the author(s).ments for authorsⅢOn the reviewer form,provide speci fic comments,preferably numbered,on the design,presentation of data,results,and discussion.DO NOT include recommendations for publication on the second page.ⅢPlease be certain that your comments to the author(s)are consistent with your rating recommendation.7.Privileged documentⅢThis manuscript is a privileged communication;the data and findings are the exclusive property of the author(s)and should not be disclosed to others who might use this information in their research.ⅢThe manuscript,illustrations,and tables should be destroyed upon completing the review or,if anticipating a revision,kept con fidential until the review process is complete.ⅢIf you have shared responsibility for the review of this manuscript with a colleague,please provide that person ’s name and institutional af filiation.on March 7, 2006 Downloaded fromviewer should decline to review a manuscript ona subject in which he/she is involved in a conten-tious dispute and does not feel that a fair review can be provided.The reviewer should also avoid biases that influence the scientific basis for a review.One example of this is a bias that favors studies with positive rather than negative results.Another example is if the reviewer has a close personal or professional relationship with one or more of the authors such that his/her objectivity would be compromised.Scientific merit should be the basis for all reviews.5.The reviewer should accept manuscripts for re-view only in his/her areas of expertise.Although editors try very hard to match manuscripts with the most expert reviewers,sometimes mistakes are made.It is unfair to the authors and to the overall review process if the referee does not have the expertise to review the manuscript ad-equately.The exception to this general rule is when an editor specifically asks for your view as a“nonexpert”or seeks your opinion on a special aspect of the manuscript(e.g.,statistics).6.The reviewer should agree to review only thosemanuscripts that can be completed on time.Sometimes,unforeseen circumstances arise that preclude a reviewer from meeting a deadline,but in these instances the reviewer should immedi-ately contact the editor.It is unfair to the authors of the manuscript for reviews to be inordinately delayed by tardy referees.Delaying a review can sometimes lead to charges by the authors that the reviewers(who undoubtedly work in the same area)are“stonewallng”in order to publish their related workfirst,thus establishing priority.7.The reviewer also has the unpleasant responsibil-ity of reporting suspected duplicate publication, fraud,plagiarism,or ethical concerns about the use of animals or humans in the research being reported.8.The reviewer should write reviews in a collegial,constructive manner.This is especially helpful to new investigators.There is nothing more discour-aging to a new investigator(or even to a more seasoned one)than to receive a sarcastic,destruc-tive review.Editors are not trying to determinethe scientific prowess or wittiness of the re-viewer.The reviewer should not shy away fromdiscussing the weaknesses(or strengths)of astudy,however.No one likes to have a paperrejected,but a carefully worded review with ap-propriate suggestions for revision can be veryhelpful.In fact,an author should prefer to havehis/her paper rejected if the review process un-covered errors in the study.SUMMARYReviewing is both a privilege and responsibility.Ittakes time to prepare a useful,critical review.More-over,it clearly is a service to the journal,to the authors,to science at large,and to the reviewer be-cause the reviewer becomes privy to the latest incutting-edge research.Most journals do not pay refer-ees,although most do provide acknowledgement inprint to the editorial board and external referees ineach issue of the journal and/or,like the American Physiological Society,by holding a yearly PublicationsBanquet at the Experimental Biology meeting.Peerreview is the heart and soul of scientific publishing.Editors rely on reviewers to assess quality and to determine which of the many manuscripts competingfor space will be published.Therefore,the most im-portant reward for you as a reviewer is your contri-bution to the quality of published science.We submit that,regardless of the perceived preemi-nence of any particular journal,you should approachthe review of each research paper the same way.Table2provides a checklist for the essential elementsthat should be addressed in any review.Table3sum-marizes what a handling editor is concerned withwhen evaluating the quality of a review and reviewer.TABLE2Checklist for reviews:issues for comment1.Importance of research question2.Originality of work3.Delineation of strengths and weaknesses ofmethodology/experimental/statistical approach/interpretationof results4.Writing style andfigure/table presentation5.Ethical concerns(animal/human)on March 7, 2006Downloaded fromFrom a practical point of view,publishing your own manuscripts depends on the quality and altruism of other peer reviewers,and you undoubtedly desireyour own work to be evaluated carefully and fairly.There are many aspects of providing good construc-tive reviews.Some of these are best learned through your mentors and your own experience.However,the most important traits are courtesy,fairness,and punctuality.Thus,when peer reviewing,follow the golden rule:treat other manuscripts as you wouldwant your own to be treated.The entire peer review process,which in essence determines the public record of science,is based on trust —trust between authors and editors and trust between editors and reviewers.The quality and integrity of the entire sci-enti fic publishing enterprise depends in large mea-sure on the quality and integrity of the reviewers.RESOURCES Very little de finitive research into the practice and effectiveness of peer review has been done,although groups such as the Council of Science Editors,the American Medical Association,the American Chemi-cal Society,the American College of Emergency Phy-sicians,and the Committee on Publication Ethics rec-ognize the importance of such information.Forexample,the Journal of the American Medical Asso-ciation has sponsored four International Congresses on Peer Review in Biomedical Publications (10).The September 2001issue of Academic Medicine was dedicated to a discussion of review criteria and re-viewer behavior for research manuscripts (5).A book summarizing the latest research on different aspects of peer review has been published by the British Medical Journal (4).A number of general articles on peer review and the role of a reviewer have been published (2,6,7,9).Several articles concerning reviewer selection criteria and evaluation also exist (1,3,8).AUTHOR AFFILIATIONSDale J.Benos,PhD,is a former Editor-in-Chief of theAmerican Journal of Physiology -Cell Physiology ,serves on five editorial boards of biomedical journals and has served on nine others in the past.He iscurrently Chair of the Publications Committee of theAmerican Physiological Society and Chair of the De-partment of Physiology and Biophysics at the Univer-sity of Alabama at Birmingham.Kevin L.Kirk,PhD,is Professor of Physiology and Biophysics at the University of Alabama at Birming-ham.He is a member of two editorial boards and is Director of the Integrated Biomedical Sciences Grad-uate Program at the University of Alabama at Birming-ham.John E.Hall,PhD,served as Editor-in-Chief of the American Journal of Physiology -Regulatory,Inte-grative,and Comparative Physiology ,is currently Editor-In-Chief of Hypertension ,and is a member of the editorial boards of eight other journals.He is Past President of the American Physiological Society and Chair of the Department of Physiology and Biophysicsat the University of Mississippi Medical Center.We thank Margaret Reich for helpful discussions and comments on the manuscript.Address for reprint requests and other correspondence:D.J.Benos,Dept.of Physiology and Biophysics,The Univ.of Alabama at Bir-mingham,1918Univ.Blvd.,MCLM 704,Birmingham,AL 35294–0005(E-mail:benos@).Received 11December 2002;accepted in final form 20March 2003References1.Baxt WG,Waeckerle JF,Berlin JA,and Callaham ML.Who reviews the reviewers?Feasibility of using a fictitious manu-script to evaluate peer reviewer performance.Ann Emerg Med32:310–317,1998.2.Black N,van Rooyen S,Godlee F,Smith R,and Evans S.What makes a good reviewer and a good review for a general medical journal?JAMA 280:231–233,1998.3.Caelleigh AS,Shea JA,and Penn G.Selection and qualities of reviewers.Acad Med 76:914–916,2001.4.Godlee F and Jefferson T.Peer Review in Health Sciences .London:BMJ Publishing Group,1999.TABLE 3Editor ’s evaluation of review and reviewer 1.Thoroughness and comprehensiveness2.Timeliness3.Citing appropriate evidence to support comments made to author4.Providing constructive criticism5.Objectivity6.Clear statement to editor as to the appropriateness and priority of research for publication on March 7, 2006 Downloaded from5.Joint Task Force of Academic Medicine and the GEA-RIME Committee.Task force report—review criteria for re-search manuscripts.Acad Med76(9),2001.6.Polak JF.The role of the manuscript reviewer in the peer reviewprocess.Am J Roentgenol Radium Ther165:685–688,1995.7.Siegelman SS.Assassins and zealots:variations in peer review.Radiology178:637–642,1991.8.Van Rooyen S,Black N,and Godlee F.Development of thereview quality instrument(RQI)for assessing peer reviews ofmanuscripts.J Clin Epidemiol52:625–629,1999.9.Weller AC.Editorial.Peer review in US medical journals.JAMA263:1344–1347,1990.10.Weller AC.Peer review:do studies prove its effectiveness?TheScientist October29,2001,p.39.on March 7, 2006Downloaded from。

如何与同学保持良好关系的英语作文全文共3篇示例，供读者参考篇1How to Keep Good Relationships with Your ClassmatesAs students, we spend a huge amount of time at school surrounded by our classmates. The relationships we build with them can have a big impact on our overall experience andwell-being. Having positive relationships with classmates not only makes the long hours of studying more enjoyable, but can also provide valuable support systems during stressful times. However, maintaining good relationships isn't always easy - it takes effort and emotional intelligence. Here are some tips I've learned for keeping things running smoothly with your classfellows.Be Kind and RespectfulThis is the foundation for any healthy relationship. Treat your classmates how you would want to be treated - with kindness, consideration and respect. Don't put others down, spread rumors, or exclude people. Be accepting of different personalities, backgrounds and viewpoints. If you have adisagreement, express yourself calmly and be willing to compromise. Small acts of kindness like lending notes, helping with assignments, or just offering a friendly smile can go a long way.Avoid Gossip and DramaHigh school is a breeding ground for drama - between romantic relationships, friend groups, rivalries, etc. But engaging in gossiping, talking behind people's backs, or stirring up drama will quickly damage your relationships. Keep things you're told in confidence actually confidential. If friends are fighting, avoid taking sides. Don't spread or listen to rumors. Steer clear of the drama llamas and their incessant relationship soap operas. It's toxic and drives wedges between people. Be a drama-diffuser, not an instigator.Be a Good ListenerKeeping your ears open and actually listening to your classmates is so important for building rapport. Let them vent, share stories, or talk about their interests without interrupting or being on your phone the whole time. Ask questions to understand where they're coming from. Pay attention to hints about what's important to them or what they're going through.Then you can offer support, advice or just an empathetic ear when needed. We all want to feel heard and understood.Find Common InterestsHaving things in common creates an immediate bond and makes connecting easier. It could be joining the same clubs, playing the same sports, watching the same shows, or just being from the same town. But you can also forge new common interests together - exploring new hobbies, researching topics you're both curious about, getting involved with causes you care about, or even just discussing your favorite memes and TikToks. Shared experiences and laughing together builds closeness.Be InclusiveNobody likes feeling like an outcast or the third wheel. Make an effort to include different classmates in your friend group, invite new people to join your lunch table, and mix up the social circles you run in. Introduce people you think might get along well. At group events or parties, ensure nobody gets left out in the corner alone. Simple gestures to make people feel welcome and part of the group can mean a lot.Lend a Helping HandWe're all in this tough academic environment together, with tons of assignments, activities and pressures. Offer to help classmates who are struggling to understand concepts or juggling too much. Share study guides, notes, and useful resources. If you have a particular skill, like coding, writing, or artistic abilities, put them to use assisting others with projects. Having a supportive, got-your-back network makes the workload lighter for everyone.Be ReliableThere's nothing more frustrating than flakes and people you can't count on. If you commit to doing something, follow through on it. Be timely completing your share of group assignments. If you make plans to meet up to study or hang out, don't bail or show up super late without giving notice. Simple things like returning borrowed items on time or responding to messages show you're considerate and trustworthy. Classmates want friends they can depend on.Manage Conflicts ProperlyEven with your best efforts, conflicts are sometimes unavoidable when you're around the same people daily for years. If tensions arise over misunderstandings, mistakes, or clashing personalities, don't let it escalate into constant resentment. Havean honest but respectful conversation to clear the air. Listen to the other perspective without being defensive or accusatory. Apologize genuinely if you were in the wrong. Look for compromises instead of holding grudges. If things get heated, take a breather and revisit when emotions aren't so high. Most conflicts stem from poor communication and can usually be resolved through open dialogue.Keep Things Light and FunAll work and no play makes for very dull and disconnected classmates. Have some fun together outside of academics! Crack jokes, reminisce about funny moments from class, bond over shared pop culture obsessions. Plan casual hangouts, like grabbing food, seeing a movie, or playing video games together. Laugh about the silly antics or drama you all witnessed that day. Having an enjoyable social outlet makes the friendship feel complete beyond just being forced collaborators on group projects.At the end of the day, putting in the effort to nurture positive relationships with your classmates pays off immensely. You build a community of support, fondly remembered experiences, and lasting connections that could lead to future opportunities. These are precious bonds formed during yourformative years that shouldn't be taken for granted. With mutual compassion, communication, and enjoyment of each other's company, you can maintain fulfilling relationships that make the rollercoaster of studenting so much easier to navigate.篇2How to Nurture Positive Bonds with Your ClassmatesAs students, we spend a significant portion of our time in classrooms, surrounded by our peers. Building and maintaining healthy relationships with our classmates is crucial for creating a supportive and enriching learning environment. It not only enhances our academic experience but also fosters personal growth and prepares us for future professional endeavors. In this essay, I will share my insights and strategies for cultivating positive bonds with our fellow students.Embrace Diversity and Practice EmpathyOne of the beauties of being in a classroom is the opportunity to interact with individuals from diverse backgrounds, cultures, and perspectives. Embracing this diversity can broaden our horizons and deepen our understanding of the world around us. Instead of judging or stereotyping our classmates, we should strive to approach them with an openmind and a genuine willingness to learn from their unique experiences.Empathy plays a pivotal role in building strong relationships. It involves putting ourselves in our classmates' shoes, attempting to understand their emotions, motivations, and challenges. By actively listening and showing compassion, we create an atmosphere of mutual respect and trust, laying the foundation for meaningful connections.Communicate Effectively and RespectfullyEffective communication is the cornerstone of any healthy relationship. When interacting with our classmates, we should express our thoughts and opinions clearly, while also being mindful of our tone and body language. Respectful communication means avoiding hurtful or insensitive language, and being receptive to differing viewpoints.Open and honest dialogue can help resolve conflicts and misunderstandings before they escalate. If a disagreement arises, we should approach it with a calm and rational mindset, seeking to understand the other person's perspective rather than immediately dismissing it. By engaging in constructive dialogue, we can often find common ground and reach mutually satisfactory resolutions.Offer Support and EncouragementThe journey through education can be challenging, and we all face obstacles and setbacks along the way. Offering support and encouragement to our classmates can create a sense of camaraderie and foster a positive learning environment. Whether it's lending a helping hand with a challenging assignment, sharing study tips, or simply providing a listening ear during times of stress, these gestures can strengthen our bonds and foster a sense of community.Celebrating each other's successes is equally important. A sincere compliment or a heartfelt congratulation can go a long way in boosting our classmates' confidence and motivating them to continue striving for excellence. By taking the time to recognize and appreciate one another's achievements, we create an atmosphere of mutual support and inspiration.Engage in Collaborative LearningCollaborative learning experiences provide excellent opportunities to strengthen our relationships with classmates. Working together on group projects, participating in study groups, or engaging in peer review exercises can facilitate open communication, foster teamwork skills, and promote a shared sense of purpose.During these collaborative endeavors, it is essential to contribute our fair share, be open to constructive feedback, and value the unique perspectives and talents of our teammates. By recognizing and capitalizing on our individual strengths, we can achieve more together than we could alone, while also forging lasting bonds with our classmates.Participate in Extracurricular ActivitiesExtracurricular activities, such as clubs, sports teams, or volunteering initiatives, offer a valuable platform for building connections with classmates beyond the classroom setting. Shared interests and passions can create a common ground for forming friendships and fostering a sense of community.Engaging in these activities not only allows us to pursue our hobbies and interests but also provides opportunities for casual conversations, teambuilding experiences, and creating lasting memories together. These shared experiences can strengthen our bonds with our classmates and contribute to a well-rounded and enriching educational journey.Practice Kindness and InclusivitySmall acts of kindness can have a profound impact on our relationships with classmates. Simple gestures like offering afriendly smile, holding the door open, or lending a helping hand can create a welcoming and inclusive environment. By treating our classmates with kindness and respect, we foster an atmosphere of positivity and acceptance, which can lead to stronger connections and a more cohesive classroom community.Furthermore, we should make conscious efforts to include everyone, regardless of their backgrounds, abilities, or social circles. Actively reaching out to classmates who may feel isolated or marginalized can make a significant difference in their overall experience and promote a more inclusive and supportive learning environment for all.Cultivating positive relationships with our classmates is an ongoing process that requires effort, patience, and a genuine commitment to fostering a supportive and inclusive learning community. By embracing diversity, communicating effectively, offering support and encouragement, engaging in collaborative learning, participating in extracurricular activities, and practicing kindness and inclusivity, we can create lasting bonds that not only enhance our academic experience but also equip us with valuable interpersonal skills for future success.篇3How to Keep Great Relationships With Your ClassmatesAs students, we spend a huge chunk of our days in the classroom surrounded by the same group of people - our classmates. We see them more than our own families sometimes! Given how much time we spend together, it's really important to nurture positive relationships with the other students. Having good relationships with your classmates can make your whole school experience a lot more enjoyable and rewarding.Here are some tips I've picked up over the years on how to be a good classmate and keep those bonds strong:Be Friendly and ApproachableThis one seems obvious, but it's the foundation for any good relationship. Simple things like smiling, making eye contact, and saying hi go a long way. Don't be that person who has perpetual resting grump face and doesn't acknowledge anyone. Ask your classmates how they're doing and take an interest in their lives beyond just school stuff. If you're warm and approachable, people will gravitate towards you.Include OthersNotice if someone seems to be getting left out and make an effort to include them. Invite that quiet person to join your studygroup or ask the new kid to sit with you at lunch. You know how awful it feels to be the odd one out, so be the one who extends a friendly hand to others in that situation. It's a small gesture that could mean a lot to someone.Lend a Helping HandAcademics can be really tough, so be willing to lend a hand to classmates who are struggling with a particular concept or assignment. Don't just dismiss them or show off how easily you understand the material. Stay after class to re-explain things, share your notes, or suggest extra resources. When you help others learn, it reinforces your own knowledge too.Respect DifferencesYou're stuck in classes with people from all walks of life who may look, talk, or think very differently than you. Instead of passing judgement, try to appreciate the diversity by learning about other cultures and perspectives. Ask questions to understand where someone is coming from before making assumptions. Respect the beliefs and identities of your classmates.Call Out DisrespectWhile you should aim to respect others, you also have to stand up against disrespect. If you see someone getting bullied, harassed, or mistreated in any way because of their race, religion, gender, sexuality, etc. don't just be a bystander. Say something to shut down that unacceptable behavior. Your classmates will respect you for being upstander.Build TrustFor any close-knit friend group, trust is paramount. If someone shares something personal with you in confidence, be a trustworthy person and don't betray that confidence by gossiping with others. Stick up for your friends if others are talking trash about them behind their backs. Keep thatycle of loyal, drama-free friendship going strong.Stay PositiveNo one wants to be around a constant downer who moans and groans about everything. Even when times are stressful with tough assignments, upcoming tests, and all the other adolescent angst, try to keep a positive attitude. Laugh with your friends, make jokes, and find the humor in situations to lift each other's spirits. Positivity is contagious in the best way.Manage Conflicts ConstructivelyArguments and disagreements are inevitable when you spend so much time together, but it's how you handle those conflicts that really matters. Don't get into shouting matches or say things you'll regret later. If emotions are running high, take a breather and revisit the issue once you've both calmed down. Listen to the other side, look for compromises, and move on without holding silly grudges.Support Each OtherWe all have our own goals, struggles, and things going on outside of the classroom. A good friend recognizes that and gives their support, not judgement. If your classmate has an important game, performance, or family situation, be there to cheer them on or lend an ear. Celebrate each other's wins and provide comfort during the rough patches.Make Memories TogetherOf course, school isn't all just arduous work. You've got to make time for fun! Go to school events together like games and dances. Have sleepovers, go to the movies, or just hang out. Take silly selfies to look back on years later and reminisce about these times. Make some amazing memories with your classmates that you'll hold onto forever.The relationships you build with your classmates now can truly last a lifetime if you put in the effort. Sure, you'll drift apart from some people and grow closer to others as you get older. But the general skills of communicating, being respectful and inclusive, and being a supportive friend will never go out of style. Work on being the best classmate you can be, and you'll be gaining friendships that'll make your whole school experience way more meaningful.。

2. Learn the tense, person and structure of a book review article. And learn how to use a checklist to revise your essay through peer evaluation and self evaluation.
T
Activity 3
Task 2 Scan the text again and complete the mind map.
Shackleton and five
Background of the story
_____m__e_m_b_e_r_s______ left Elephant Island to _lo_o_k__fo_r__re_s_c_u_e while the others _s_ta_y_e_d_on the island.
When rescued, they felt joyful and relieved.
It was their discipline and team spirit that made them go through the four months.
What’s the main idea of the passage?
1. The sailors wondered whether Shackleton would return to find them.T 2. The sailors did all they could to stay alive on Elephant Island. T 3. It was quite easy to find food on Elephant Island. F 4. Wearing too many clothes was very safe on the island. F 5. The sailors believed in Shackleton who helped them persevere in staying alive.