Lehigh University TESOL Conference       Ms. Candice Quiñones           March 7, 2012
Overview                    Research: Peer Editing, Cooperative Learning Objective: Expert Editors Creating Expert Edi...
Research: Peer Editing             “Several studies have found peer editing to be at  least as effective as teacher edit...
Research: Cooperative        Learning             Cooperative Learning   “The instructional use of small groups in whic...
Cooperative Learning             Three types:   Formal Cooperative Learning   Informal Cooperative Learning   Coopera...
Cooperative Learning             Things that make it work:     Positive interdependence     Individual accountability ...
Objective: Expert            Editors              My goals: To create a way to actively engage my students in  their pee...
Creating Expert Editors           Some key elements to expert editing: Be familiar with the assignment content Focus on...
Facilitating Expert        Editing Groups                Stability – Group members should not change Group Size   3-5 ...
How It Works: Groups            ENGL 3 & 5 Classes Currently: 16 students Number of Groups: 4 Members per Group: 4 To...
How It Works: Roles               Current # of Roles: 4     Organization Guru     Content Editor     Flow Master    ...
How It Works: Rotation           During the semester, there are 4 major  assignments. Each student is assigned/choses o...
How It Works: In Class            First, an overview and explanation of each role’s  task is given and the assignment is...
How It Works: Beyond             Peer-editing may take place several times during  the writing and revision process of a...
How It Works:             Assessment                  Students are graded individually for their  papers, but they are r...
Your Turn                      Prepare to be grouped, given an explanation of the assignmentand roles, assigned roles, an...
The Assignment                 The examples provided were drafts of an analytical  essay about territorial behavior at L...
Roles                        Organization Guru Content Editor Flow Master Mechanic
Organization Guru                         to structure:The key question here relates   Does the essay have a recognizabl...
Content Editor                           Does the essay fulfill the prescribed requirements  for that type of writing? I...
Content Editor (Cont.)            Once you have determined that the essay is on  topic, ask these questions:   Does the...
Flow Master                 The main things to consider with flow or fluency  are:   Does the writer transition well be...
Mechanic (in general)            The key to this is knowing proper grammar and  punctuation rules:   Read sentence by s...
Practice Time          Please let me know if you have any questions.
References                    Johnson, David W. and Roger T. Johnson. “Making   Cooperative Learning Work.” Theory into P...
Presenter Information Candice Quiñones, ESL Lecturer at Lehigh University             Email: cjq208@lehigh.edu            ...
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Facilitating expert peer editing groups

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Lehigh University TESOL Conference Presentation, March 7, 2012

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Facilitating expert peer editing groups

  1. 1. Lehigh University TESOL Conference Ms. Candice Quiñones March 7, 2012
  2. 2. Overview  Research: Peer Editing, Cooperative Learning Objective: Expert Editors Creating Expert Editors Possible Adaptations Workshop
  3. 3. Research: Peer Editing  “Several studies have found peer editing to be at least as effective as teacher editing”(Topping & Ehly 119) Peer assessment:  …involves increased time on task: thinking, comparing, contrasting, and communicating” (Topping 254).  “…makes available swifter feedback in greater quantity” (Topping 255).
  4. 4. Research: Cooperative Learning  Cooperative Learning  “The instructional use of small groups in which students work together to maximize their own and each other’s learning”(Johnson & Johnson 73).
  5. 5. Cooperative Learning  Three types:  Formal Cooperative Learning  Informal Cooperative Learning  Cooperative Base Groups* *I use mainly cooperative base groups. Source: Johnson & Johnson
  6. 6. Cooperative Learning  Things that make it work:  Positive interdependence  Individual accountability  Face-to-face interaction promoting each other  Appropriate use of social skills  Periodic processing of how to improve group effectiveness Source: Johnson & Johnson
  7. 7. Objective: Expert Editors My goals: To create a way to actively engage my students in their peer editing groups Teach them to peer edit more effectively Help them become better self-editors in the process
  8. 8. Creating Expert Editors Some key elements to expert editing: Be familiar with the assignment content Focus on one thing at a time Keep track of “favorite errors” Look at a variety of versions Seek feedback from others
  9. 9. Facilitating Expert Editing Groups  Stability – Group members should not change Group Size  3-5 students Group Roles  Create specific roles and descriptions for each role  Provide materials and resources to assist with roles Rotation of Roles  Create a schedule that rotates the roles on a regular basis.
  10. 10. How It Works: Groups ENGL 3 & 5 Classes Currently: 16 students Number of Groups: 4 Members per Group: 4 Total number of Roles: 4 Type of Group: Cooperative Base Groups  These groups are assigned in the beginning of the semester and will not change.
  11. 11. How It Works: Roles  Current # of Roles: 4  Organization Guru  Content Editor  Flow Master  Mechanic Adaptations: For groups of 3, unite Organization and Flow into one role. For groups of 5, split the mechanic’s role.
  12. 12. How It Works: Rotation  During the semester, there are 4 major assignments. Each student is assigned/choses one role per assignment. The goal is to have performed each role by the end of the semester. Adaptations:  Use Formal Cooperative Groups instead of Cooperative Base groups.  You will have to determine the time period for which each student will perform each role.
  13. 13. How It Works: In Class  First, an overview and explanation of each role’s task is given and the assignment is discussed. Then, students are assigned to each role’s task.  Provide a handout with a “checklist” and list of resources for each role. In groups, students exchange papers and review their peer’s work from only their role’s perspective.  They are also to perform their role for their own paper.
  14. 14. How It Works: Beyond  Peer-editing may take place several times during the writing and revision process of a paper. Students are also encouraged to continue their roles using an online forum for peer editing.
  15. 15. How It Works: Assessment  Students are graded individually for their papers, but they are required to turn in all drafts.  This evidence of prewriting and revision is factored into the final grade (5%). Adaptations:  Grade individual and group efforts (giving and receiving feedback).  Test them on the roles.
  16. 16. Your Turn Prepare to be grouped, given an explanation of the assignmentand roles, assigned roles, and provided with samples of student writing to evaluate.
  17. 17. The Assignment  The examples provided were drafts of an analytical essay about territorial behavior at Lehigh.  The points were to be based/selected from an essay they were assigned to read  Reading: “Territorial Behavior” by Desmond Morris.  Purpose: to analyze Lehigh based on what the reading text explained.  (The purpose is not to validate Morris’s thesis.)
  18. 18. Roles  Organization Guru Content Editor Flow Master Mechanic
  19. 19. Organization Guru  to structure:The key question here relates  Does the essay have a recognizable structure that is logically organized?  Is there a recognizable introduction?  Does the essay have a thesis?  Are the body paragraphs organized in the order specified by the thesis?  Do the sentences within the paragraphs have a logical arrangement?  Is there a conclusion?
  20. 20. Content Editor  Does the essay fulfill the prescribed requirements for that type of writing? Is it on topic? (Tip: Check the assignment.)  I.E. If the assignment was to write an analysis, does it analyze something?  If the assignment required you to do research and use references, are references included?
  21. 21. Content Editor (Cont.)  Once you have determined that the essay is on topic, ask these questions:  Does the introduction have a good hook and thesis?  Are the body paragraphs limited to just one topic?  Are there enough details in the body paragraphs?  Does the author revisit the main points from the thesis in the conclusion?
  22. 22. Flow Master  The main things to consider with flow or fluency are:  Does the writer transition well between sentences, paragraphs and ideas?  Do they use proper transition words where necessary?  Can you read smoothly without having to stop or go back for clarification?  Do they tie their ideas together smoothly?
  23. 23. Mechanic (in general)  The key to this is knowing proper grammar and punctuation rules:  Read sentence by sentence.  Check individually for:  Spelling, capitalization, punctuation, verb tenses, subject-verb agreement, parallelism, article use, pronoun references, ambiguous or incorrect word choice and word order (among other things) You will also be in charge of checking citations to see that they are done properly
  24. 24. Practice Time Please let me know if you have any questions.
  25. 25. References Johnson, David W. and Roger T. Johnson. “Making Cooperative Learning Work.” Theory into Practice 38.2 (1999): 67-73. JSTOR. Web. 5 March 2012.Topping, Keith J., and Steward W. Ehly. “Peer Assisted Learning: A Framework for Consultation.” Journal of Educational and Psychological Consultation 12.2 (2001): 113-132. Google Scholar. Web. 6 March 2012.Topping, Keith. “Peer Assessment between Students in Colleges and Universities.” Review of Educational Research 68.3 (1998): 249-276. JSTOR. Web. 5 March 2012.
  26. 26. Presenter Information Candice Quiñones, ESL Lecturer at Lehigh University Email: cjq208@lehigh.edu 

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