Peer feedback or response in writing class
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The document discusses peer feedback in writing classes. It provides an overview of peer feedback, outlining its pros and cons. It then describes different forms peer feedback can take, such as commenting on drafts in groups or exchanging completed drafts. The document also discusses how to train students to effectively provide peer feedback, including focusing on clarity, interest, and accuracy. Students should be taught to ask questions, identify the main idea, and offer suggestions for improvement. Finally, the document summarizes that peer feedback can help writers, but students may need training to learn how to properly respond to and incorporate feedback.
Peer feedback or response in writing class
- 1. Peer Feedback or Response in Writing Class ELT 612 PRINCIPLES AND PRACTICES IN LANGUAGE TEACHING 2 SEMESTER 2/2018 MR. PAKORN BOONMEE MR. NUTTAPONG RUTAMORNCHAI
- 2. Survey: The Activity of Peer Feedback in a Writing Coursebook
- 3. Survey: The Activity of Peer Feedback in a Writing Coursebook Survey Chapter 10: Opinion Essays in Longman Academic Writing Series 3 to find out whether the writer states the activity of peer feedback or not. How? Look at Appendix F to understand concepts of peer feedback.
- 4. Peer Feedback: Overview The idea of students receiving feedback on their writing from their peers developed from L1 proves classes and has become an important alternative to teacher-based forms of response in ESL contexts. Peer response is said to provide a means of both improving writers’ drafts and developing readers’ understanding of good writing, but teachers have generally been more positive than students, who tend to prefer teacher feedback, and its benefits have been hard to confirm empirically in L2 situations.
- 5. Peer Feedback: Pros and Cons
- 6. Peer Feedback: Pros and Cons
- 7. Forms of Peer Response Peer response can take a number of different forms and occur at various stages in the writing process. Assign students to groups and give comment to each other Exchange completed first draft and give comment on each others’ work before they revise them It might take an hour to complete the task Peer review need not be confined to first drafts. Students can collaborate in pre-writing tasks to generate ideas for an assignment before any drafting is done. Commenting on each other’s brainstorms and outlines to raise awareness of the rhetorical issue involved and to develop writing strategies These stages may occur interchangeably.
- 8. Peer Response Training Raimes, 1992 a) What to look for when reading your partner’s draft: • Clarity – Are you given all the information you need in a clear order? • Interest – Does the paper interest you? • Effectiveness – Does the paper make an impact on you? • Accuracy – Are there any errors of spelling, grammar, definitions?
- 9. Peer Response Training Raimes, 1992 b) Try to answer these questions as you read: • What is the main idea that the writer is trying to express in this paper? • Are there any parts that do not relate to the main idea? • Which part of the paper do you like the best? • Find two or three places where you would like more explanations, examples, or details • Did you lose the flow of writing at any point or find places where the writer jumped suddenly to another idea? • Did the beginning capture your attention and make you want to read on? Why or why not?
- 10. Peer Response Training Mittan (1989) suggests the following principles. Offer a positive response and encouragement to the writer Identify the purpose and main points of the text Direct questions to the writer Offer suggestions
- 11. Peer Response Sheets Mittan (1989) suggests the following principles for designing a peer response worksheet. 1. Begin with clear instructions as to the purpose, audience, and procedure for completing the form. 2. Limit the sheet to one page. The amount of white space will help determine the length of response.
- 12. Peer Response Sheets 3. Use questions that follow this format: Give encouragement. What do you like most in this writing? Identify the purpose or main idea. In your own words state what you think the focus is. Questions and suggestions. Which part needs to be developed? How could the writer help you understand this idea better? 4. Vary the question types. These can include open-ended types, reformulation of ideas, selecting the most appropriate response from several choices, a letter to the writer. See example page 210.
- 13. Principles of effective peer response 1. Make peer response an integral part of the course 2. Model the process. 3. Build peer response skills progressively throughout the term. 4. Structure the peer response tasks. 5. Vary peer response activities. 6. Hold students accountable for giving feedback and for considering the feedback they receive 7. Consider individual student needs. 8. Consider logistical issues, including, 1. The size and composition of groups 2. The mechanics of exchanging papers
- 14. Summary and Conclusion Peer response can be helpful in providing learners with an alternative audience and a different source of commentary, but students may need to be trained to respond effectively in these contexts. Students should be encouraged to reflect on the feedback they receive from any source by keeping journal s or writing summaries in which they respond to the comment.
- 15. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback PROBLEMS TO BE ADDRESSED After trying out peer review for two semesters, the outcome had not been satisfactory. Students thought that giving feedback to peers was difficult. Sometimes they did not appreciate comments from their peers. Few of the peer comments were adopted into their final drafts.
- 16. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback PARTICIPANTS Thirty non-English majors First-year students in a fundamental writing course at Hong Kong University 6.o -6.5 IELTS scores No experience in peer review activities in writing class
- 17. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback WRITING COURSE It was a compulsory writing course for first-year students. The aim was to develop writing abilities in various genres. The course was three hours long, once a week. Fifty minutes were allotted for peer review activities. The first three weeks were allotted to train how to peer-review.
- 18. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback THE THREE-WEEK PEER REVIEW TRAINING WORKSHOP Week 1: The modeling stage Week 2: The exploring stage Week 3: The consciousness-raising stage
- 19. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback WEEK 1: THE MODELING STAGE Introduce definitions of peer review. State the objectives of peer review training. Introduce Min (2005)’s four-step procedure. Introduce types of errors.
- 20. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback MIN (2005)’S FOUR-STEP PROCEDURE The aim is to explain the nature of errors. The aim is also to provide feasible suggestions. The result is that writers can improve their next drafts.
- 21. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback MIN (2005)’S FOUR-STEP PROCEDURE 1. Clarifying Ex. Do you want to say . . .? 2. Identifying Ex. Do you realize if the sentence is related to the topic? 3. Explaining Ex. You may be wrong here because . . . 4. Giving suggestion Ex. Why don’t you change from . . . to . . ?
- 22. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback TYPES OF ERRORS Treatable Errors vs. Non-Treatable Errors There are a flock of birds on the sky. The books on the table is mine. Content Errors vs. Language Errors Lack of Supporting Ideas / Irrelevant Details / etc. Parts of Speech / Subject-Verb Agreement Ans. Treatable Errors Ans. Non-Treatable Errors Ans. Language Errors Ans. Content Errors
- 23. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback WEEK 2: THE EXPLORING STAGE Students practiced the four-step procedure with authentic examples. They had to identify errors, explain them, and provide appropriate suggestions for modifications. They discussed the quality of their reviews.
- 24. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback WEEK 3: THE CONSCIOUSNESS-RAISING STAGE As reviewers, they coded comments into three aspects. 1. Global Area / Local Area Content / Idea Development / Organization / etc. Mechanics / Grammar / Punctuation / etc. 2. Revision-Oriented Nature / Non-Revision-Oriented Nature 3. Evaluation / Clarification / Suggestion / Alteration As writers, they analyzed how much feedback they used for revision and why some feedback could not be used. Ans. Global Area Ans. Local Area
- 25. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback
- 26. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback
- 27. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback REFLECTION FROM 30-MINUTE POST-WORKSHOP INTERVIEWS “I have learned how to give appropriate peer comments to my classmates. Prior to the workshop, I thought “Well done” or “Need to improve grammar” was good-enough peer feedback.” The participants were positive about the use of peer review activities in the writing course. The training of how to give effective peer feedback and how to evaluate how successful peer feedback was incorporated into their own subsequent revisions.
- 28. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback REFLECTION FROM 30-MINUTE POST-WORKSHOP INTERVIEWS “The training in giving peer feedback makes us understand that if we can judge other compositions, it is likely for us to develop a judicious mind in critiquing our own work in a similar manner.” Students who were critical about their peers’ work would become more critical of their own writing because of editing and revising skills acquired in the workshop.
- 29. Research - A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback REFLECTION FROM 30-MINUTE POST-WORKSHOP INTERVIEWS However, students might have spent extra time analyzing the received peer feedback on top of their busy schedule of coursework. The success largely rests on students’ belief in the usefulness of peer feedback, their linguistic competence, and teacher intervention and support.
- 30. Activity – According to Mittan (1989)’s principles for designing a peer response worksheet, does the peer review worksheet in Appendix F follow the principles? How? 1. Begin with clear instructions as to the purpose, audience, and procedure for completing the form. 2. Limit the sheet to one page. The amount of white space will help determine the length of response. 3. Use questions to give encouragement (“What do you like most in this writing?”), to identify the purpose or main idea, and to give questions and suggestions. 4. Vary the question types. These can include open-ended types, reformulation of ideas, selecting the most appropriate response from several choices, a letter to the writer.
- 32. References Hyland, K. (2003). Second Language Writing. New York: Cambridge University Press. Lam, R. (2010). A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback. TESL Canada Journal, 27(2), 114-127. Oshima, A. & Hogue, A. (2013). Longman Academic Writing Series 3: Paragraphs to Essays. New Jersey: Pearson Education.