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Peer review is a commonly used activity in cross-cultural composition classes; however, little research has investigated how NNSEs' (non-native speakers of English) selfperceptions and power relations reflect and are reflected in their peer discourse, more exactly in the use of social-interactional strategies and personal stance. In this micro ethnographic study, I followed two NNSEs working in dyads with two different peers (a native and a nonnative speaker of English) for a rhetorical analysis assignment in a cross-cultural composition class. First I distributed a survey to the six participants in order to determine their perceptions of previous and hypothetical peer interactions, and their familiarity with the peer review activity. Then, I videotaped four dyadic peer review sessions in which the two NNSEs participated. Finally, I interviewed the two NNSEs to elicit their perceptions of the interactions with their peers. After the data collection, I transcribed the videotaped interactions and the audiotaped interviews. An analysis ofthe dyadic interactions revealed emerging categories of social-interactional strategies (e.g. positive evaluation, advice request, etc.) and personal stance (labeled as "the decision maker", "the uncertain", "the selfrelegator", etc.), identified and classified in two operational taxonomies which I applied to the transcribed peer interactions. Through the triangulation of the information obtained from the NNSEs' survey and interview answers as well as from their peer discourse, I investigated how the students' use of social-interactional strategies and personal stance matched their selfperceptions and power relations with their peers.

Self-representations and power relations in peer review interactions: a case study of two international students in a composition class