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Peer Responses to Writing

Page history last edited by Caitlin Bailey 15 years, 9 months ago

Contributed by Caitlin B

Rationale

Students who engage in peer responses to writing are encouraged to develop independence in their writing and to help other students develop their writing.  It is also a helpful way to encourage students to engage in thoughtful examination of writing.  Alvermann et al (2007) credits Donald Graves (1983) with the idea of "receiving" or "responding to what the writer is saying or letting the writer know that his or her message has come across" (p. 333).  Peer workshops are one way to encourage this kind of collaborative learning.  Other benefits are listed at the University of Minnesota's writing center web page ( http://writing.umn.edu/tww/responding_grading/peer_workshop.htm ) and include giving students "an expanded idea of audience," "Practice in reading for revision," "Enhanced communication skills," and "Increased confidence."

Procedure

i.  Activity: Peer Writer's Workshop

--Students will have already been working on writing essays in class using a whole class text as the basis for thesis statements.

--While the teacher is conducting in class individual workshops, students must exchange papers for peer workshops.

--Students will be reading each other's papers with a specific purpose.  It is important to have modeled a productive conference vs. a non-productive conference before allowing student to engage in these conferences.  They must have a protocol to follow and have some accountability to you for a grade as both editor and edited.

--Students will follow checkpoints for purpose and respond to some questions prescribed by the teacher.  Then they will go over specific parts of the writing with their partner and discuss ways in which things might be adjusted and enhanced.

ii.  The only resources you need are time and drafts of writing.

Links to checklists and Workshop leader assignment:  Peer Workshop Checklist.doc, workshop leader.doc

iii.  Alvermann, Donna, Stephen Phelps, & Victoria Ridgeway.  (2007). Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms.  Boston: Pearson, p. 332-334.

 

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