Try to notice groups that lack comments in the “Comments and Suggestions” columns and encourage them to use this section to provide feedback to the writer, particularly for criteria that lack a check mark. While the students are working in groups, move from group to group to check their understanding of the editing process and use of the checklist. The interaction between peers will help make the editing process more explicit. Have students work in groups of two or three to edit one piece of writing.Afterward, include the entire class in a discussion about the process itself and ways in which the editing session will help the author and peer editor improve on their writing. Have the two students sit in the middle of the class so that all students can see and hear them as they work through the peer-editing phase. Next, choose another student to serve as the peer editor for the piece that was just self-edited. After the self-edit is complete, discuss the process with the students. It is helpful to put the editing checklist on an overhead projector or document camera so all students can see the process. That student works through the items in the self-edit column as the other students observe. It is helpful to select a student who has a good understanding of the criteria on the rubric, such as proper grammar and punctuation. To do this, first choose one student to model the self-editing phase. Use a fish-bowl technique to allow the class to view a self- and peer-edit session of two of their classmates.heightens the awareness of various print and grammatical conventions for the peer editor and the author.helps build a learning community in which peers work collaboratively.keeps the pen in the writer’s hand for the initial editing phase.encourages students to evaluate specific features of their writing, increasing self-awareness of writing conventions.This tool serves multiple purposes, including: ![]() Finally, discuss what went well and what could be improved in the editing steps that were modeled. ![]() Then have a volunteer fill out the peer-edit column so that all students can hear and view the process. Model the use of the self-edit column with the displayed text, with you assuming the role of author. To do this, display sample text on an overhead projector, document camera, or SMART Board so that all students can view it. Prior to having students use this tool independently, it is important to model its use. ![]() When they are ready for the editing stage of the writing process, students should edit their writing and then meet with a partner to engage in peer editing. Student should have already worked through content revisions before reaching the editing step. Please note that the revising stage precedes editing. Before you begin, be sure to model and discuss each step of the writing process (prewriting, drafting, revising, editing, and publishing), preferably using a whole-class story or class newsletter article.
0 Comments
Leave a Reply. |