Peer Revision Molly 2006

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Peer Revision Molly 2006

  1. 1. Peer Revision Molly H. Easthampton, MA Maple School- 4 th grade
  2. 2. My Thoughts and Questions: <ul><li>Does peer revision help to improve students’ writing? </li></ul><ul><li>Do they “revise” with their peers suggestions in mind? </li></ul><ul><li>How do we as teachers hold students accountable to provide productive feedback and that this feedback is being used to improve writing? </li></ul>
  3. 3. Peer Revision Promotes <ul><li>The idea of audience </li></ul><ul><li>Clarity in writing </li></ul><ul><li>Voice </li></ul><ul><li>Self-Confidence </li></ul><ul><li>Community </li></ul><ul><li>Independent learners </li></ul><ul><li>Focused talk </li></ul>
  4. 4. Two Main Contributors to Success <ul><li>1) Teacher Modeling </li></ul><ul><li>“ My own struggles with whole-class peer revision help me to understand that carefully thought out modeling of the peer revision process can provide a strong foundation for peer revision work.” (Eades,Carol). </li></ul><ul><li>“ It is hard to justify valuable class time for peer groups only to watch students talk in circles without succeeding to improve each others’ writing. But teaching students to help each other make improvements from draft to draft in a “writing community” is time well invested. Successful peer revision happens as a result of thoughtful, careful planning, nurturing and implementation.” (Master , Eileen). </li></ul>
  5. 5. 2) Structure “ Student’s that are divided into groups and are just asked to discuss their writing without specific guidelines, in the form of a worksheet or list of questions, will flounder.” (Master, Eileen). Gail Tompkins provides a set of steps students are to follow during a peer revision time to provide them with some structure: 1) writer reads, 2) listeners compliment, 3)writer asks questions, 4) listeners give suggestions, 5) repeat, 6)writers plan for revision.
  6. 6. Peer Revision in My Classroom: Now <ul><li>Students work in groups of two or three. </li></ul><ul><li>Writer reads piece. </li></ul><ul><li>Listener and writer discuss piece. </li></ul><ul><li>Listener fills out a 2 to 3 question worksheet on what was good and what needs more work, needs to be explained more, needs more description, etc. </li></ul><ul><li>Writer collects these worksheets to refer back to when it is time to revise. </li></ul><ul><li>Repeat! </li></ul>
  7. 7. Extending my peer–revision practice to find out more! <ul><li>Monitor if they are really thinking about the peer conference when making revisions by: </li></ul><ul><ul><ul><ul><li>After writers are done with the revision process, have them hand in their rough drafts with the stapled worksheets attached. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Look for proof in their revisions that they used the worksheet suggestions. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Have writers reflect on how well they thought the peer conference helped with their revisions by using exit slips, survey, 3,2,1, etc. </li></ul></ul></ul></ul>
  8. 8. Bibliography <ul><li>1) Dornan, Reade W, Lois Matz Rosen, Marilyn Wilson. Within and Beyond the Writing Process in the Secondary English Classroom . Boston, MA. 2003. </li></ul><ul><li>Eades, Carol. “A Working Model of Pedagogical Triangulation: A Holistic Approach to Peer- Revision Workshops.” Teaching English in the Two Year College . Urbana. September 2003. </li></ul><ul><li>Master, Eileen. “Peer Revision: Empowering Basic Writers.” 14th Annual Conference of the Pennsylvania Association of Developmental Educators . Pittsburgh, PA. March 1996. </li></ul><ul><li>Tompkins, Gail E. Teaching Writing: Balancing Process and Product . Columbus, OH. 2004. </li></ul>

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