Student Worksheets on Nouns - PowerPoint

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					    Peer Editing:


 The Art of Helping Your
Students Help Themselves
Why Peer Edit?
            Why Peer Edit?
• Positive impact on editor’s writing
            Why Peer Edit?
• Positive impact on editor’s writing

• Positive impact on writer’s writing
            Why Peer Edit?
• Positive impact on editor’s writing

• Positive impact on writer’s writing

• Positive impact on instructor
Varieties of Peer Editing

      Techniques
        Classic Peer Editing

• Author reads text to group



• Group comments orally or in writing
             Silent Editing

• Students use editing guide to edit peer
  essays

• Students give written comments to author
           Booklet Editing
• Teacher collects “finished” essays and
  makes a booklet

• Each student receives a copy of booklet

• Students peer edit each essay

• Students disassemble booklet and return
  essays to their authors
           “Slice and Dice”
• Instructor makes and distributes copies of
  each student’s essay
• Students check papers at home
• Next day, students form groups to discuss
  papers
• Concurrently, instructor and writer have a
  conference in hall to discuss instructor
  comments
           “Slice and Dice”
• Teacher and author listen to the different
  groups’ observations
• Author takes notes on comments and
  receives student’s annotated copies
• Author revises text
  Colored Pencils/Highlighters
• Students are divided into groups
• Each student is given a different colored
  pencil or highlighter to concentrate on
  some aspect of the paper
• Student marks areas of concern
• A key to the meaning of the different
  colors is given to the students
• Marked essays are returned to author for
  revision
        Post Teacher Check

• Instructor marks problem areas in essay



• Students meet in small groups to identify
  problems and discuss solutions
          Computer Editing
• Students work in pairs

• They edit each other’s papers using a
  word processing program

• This can also be done by e-mail
Teaching Students to Peer Edit
       Modeling Peer Editing
• Give students a model text - can be a
  student or teacher generated sample

• Walk the students through the process

• Make a transparency of a volunteer
  student’s paper and correct together
Peer editing in L2 Classroom
   and Applications to L1
          Instruction
Must design peer editing
process to further target
language developmental goals
ACTFL Proficiency Guidelines -
           Writing
          (See handout)
Examples of Peer
    Editing
  Worksheets
Name of Writer______________________ Title of Project________________________
Peer Editor__________________________ Date______________________________

Use this list to check over your paper before your conference.
Mark the column for each item with a after you have checked the paper carefully.
       Writer   Peer Editor   Checked for:
                              I followed directions.
                              I read the paper to my partner for understanding.
                              I checked the paper for complete sentences.
                              I used correct grammar.
                              I have spelled all Word Wall Words correctly.
                              All sentences start with a capital letter.
                              Proper nouns are capitalized.
                              Each sentence ends with a proper end mark.
                              Commas and quotation marks are used correctly.
                              I indented the beginning of each paragraph.
                              I followed the writing process.
                              My name is on the paper.
Peer Group Response form
Writer’s Name ___________________

Thesis Statement:
(a.k.a. main idea, controlling statement) (Write in a complete sentence.)

What I like in this essay:

What questions I have about this essay:
(Discuss here areas that are confusing, that do not seem related, or that need
further explanation.)

The suggestions I have for the writer of this essay:

Signature of Listener _____________________________
(Be as specific as possible, and write as clearly as you can. Use the back of
this paper if you need more room. Give to writer after discussing the
comments in your group.)
How to Evaluate Peer Editing
PEER EDITING EVALUATION
Score each of your editors from 0 to 4, 4 being highest
Name of editor:
Your name :
Quantity Quality



  Written
  comments

  Discussion in
  class




Additional comments you would like to make about the editor:


                             David Landis, U of Wisconsin
   Rubric for Grading a Peer Editing Task
                       Absent Barely   Fair   Good   Great
                          0     1       2       3      4
The Editor:
______________________________________________________________
Supplies detailed comments
to help the author
______________________________________________________________
Provides at least one
positive comment
______________________________________________________________
Thoroughly checks
mechanical elements
Common Pitfalls and Solutions
                 Problem


• Students feel that they should rely on the
  authority of the teacher, therefore they
  think their input is not valuable
                 Solution
• Talk to students about the value of
  practice. Instructors learned to edit by
  editing.

• Assure students that they will also receive
  instructor feedback
               Problem


• Some students may not offer adequate
  feedback to peers
                 Solution
• Have multiple students review each
  composition so that there is a greater
  chance that each student will receive
  valuable feedback.

• Grade peer editing process and be sure
  that students realize that their
  performance in this process will be
  evaluated
               Problem


• Students tend to mistrust peer comments
                 Solution
• Assure students that it is relatively rare
  that a peer will propose a change to
  something that is right, making it wrong

• Let students know that they are ultimately
  responsible for the text

• Be available to consult with students who
  question peer comments
                Problem


• L2 students may try to not use target
  language while engaging in peer editing
  activities
                 Solution

• Use silent editing technique



• If possible, create groups of students
  where they must use target language as a
  lingua franca
              Conclusion
“These reviews offer students reactions from
  real readers who provide multiple, often
  mutually reinforcing, perspectives. Such
  reviews help student writers develop
  audience awareness.”

                         Robin C. Scarcella
                         Rebecca Oxford

				
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