Writing for enjoyment is something we should all be doing in the classroom; like, I don’t mean we should dumb anything down to make writing EAZY, but we should look for ways to make writing FUN. This semester, I have this queazy feeling in my stomach that many of my students not only hate writing, but they fear it. I can see them shiver when I introduce my assignments – like a cold wind suddenly blows through the room and across their faces. As a teacher, I try not to let their reactions scare me. If they see frustration on my face, things are only going to get worse. I mean, we are all in this TOGETHER. How can I convince them of that?
It came to me this morning, maybe at 4:00 or so. I was out on the streets for my daily walk in Mexicali (I can’t run anymore because of a damaged hip) and two cyclists came up from behind me out of the COLD and DARKNESS . Their lights were flickering and their mouths were moving. I think they were laughing. I suspect they were on their way to cross the border for an extensive workout before their days get started. They were talking to each other as if they were at a Starbucks or in a cantina. They paid me NO attention. In Mexicali, I often see groups of bike riders taking on extreme workouts in the early mornings. I wish I could join them. They look like they are having FUN.
Jaja. I bet they felt the COLD a lot less than I did. I thought how could I integrate the animation I heard in their voices into my classroom workshops? Upon arrival to class, I suspect many students gear up for a SLOG. For them it’s set in stone - they think wrting has to be hard work; otherwise it’s won’t become good work. My students sit STIFF at their desks, like they are waiting for a flu shot. But, this week it’s going to be DIFFERENT. I’ve Invited them to a Proofreading Party. Food. Drink. Cheery Conversation. Instead of writing in isolation, my goal is to get them to share their work. ENGAGE. I bring in colored pens an amusing article about Chinese food to read. I teach them how to identify errors in the text through the use universal proofreading symbols. This week we to take ONE STEP CLOSER to SUCCESS in their English 110 courses. Peer Review offers them the opportunity to provide and receive constructive feedback on their Research Projects. Below, I provide the following information to help them engage with their classmates:
- Peer Editing Comment prompts
- Highlighting Instructions
- Jay's Sample Peer Editing Sheet
Jay's Tip: I know. I know, many of them may have little experience sharing their work with their classmates, but in my experience, it's always the BEST PART of the class. In Peer Review, my students find themselves writing for an audience. SOMEONE THEY KNOW IS ACTUALLY GOING TO READ THEIR WORK AND RESPOND.
THIS IS WHAT I TELL THEM: Listen to the feedback. Make the changes. Feel more confident for the next assignment. When I know someone is going to read my writing, I feel more FOCUSED and more MOTIVATED to get it right. I want to get better with each assignment!
The purpose of peer review is to help each other advance beyond the current draft toward the finished paper. Writing is never done in a vacuum, and peer reviews demonstrate the way in which all writing is social, part of a community dialogue, and subject to change based on the responses of the particular audience. There is a triangular relationship among writer, reader, and text, with each contributing to the balance of the whole. Peer reviews make this dynamic happen. At the same time, through peer reviews, students learn effective writing strategies to apply to future papers.
Jay's Tip to Students: LEARN A PROFESSIONAL SKILL!
- Learn to become an ACTIVE and PRODUCTIVE participant at your job or in your future workplace.
- Your ability to provide positive feedback will enhance your value to the company or organization you work for.
- Please use the writing prompts listed below that will help you focus on effective questions or commentary to help your classmates.
THIS IS WHAT WE ARE GOING TO DO:
- In small groups, let's first talk about our Community Profile Topics. Introduce to your classmates WHAT you wrote about and WHY it was interesting to do so. You should have something INTERESTING to share. Like, what did you learn? What will be important for your classmates to know?
- This is when you will pass out PRINTED copies of your work to your classmates - Each individual of the group will read the first THREE paragraphs of his/her essay - OUT LOUD.
- This way, your classmates can read your work while you do - They will be able to identify your most important points and best writing.
Advice for Peer Review Participants: Don’t focus exclusively on grammar and mechanics. Your goal is not to edit but rather to offer constructive and helpful feedback. Use a positive, encouraging tone, explain why a change should be made, and offer suggestions for effective revisions!
For starters, When you share your work, the FIRST THING to do is review the FORMAT of the work:
- MLA heading is in order: student name, teacher name, hour, date (written out)
- Title is unique
- Title is centered and is in 12 point times font
- Paragraphs are indented
- Paper is double spaced with no extra spaces between paragraphs
- Parenthetical notations are included
Below, I provide a few Peer Editing Prompts to help student feedback:
- Title: What do you think of the title? Is it interesting, informative, and indicative of the
writer’s stance? Is there an appropriate subtitle. Did the writer make effective use of the colon?
* What would you say this essay is about. Do you have a clear sense of why the writer is writing about this topic?
* Now, do you care? What is written here that may appeal to you or others in the class? Is there something that grabs your attention?
- Quote Sandwich: Has the writer made a good choice with the selected quote. I mean, does it capture your attention? Is it interesting? Now, do you want to know more about the topic? Does the writer explain the significance of the quote?
- Did the writer provide a little background for the quote?
- Is there an effective SIGNAL PHRASE to introduce the quote?
- Please check for PUNCTUATION. Quotations marks. Periods.
- VERY IMPORTANT - Is there an in-text citation that follows the quote?
- Does the writer explain the significance of the quote?
- Jay's Delayed Thesis:
- Does the writer present an effective Research Question?
- Before the thesis is presented, does the writer share bits and pieces of what he/she has read.?
- Don't Forget: An in-text citation needs to be inserted to inform the reader where this informatin came from.
- Does the THESIS appear at the end of the second paragraph - Is it in BOLD FACE - Has it been underlined?
- DOES IT MAKE SENSE?
- In your own words, can you explain the author’s thesis or main idea?
- Summary of a Research Article or Research Idea:
- Does this paragraph begin with a topic sentence - Is the main idea stated clearly inthe first sentence of the paragraph?
- Does the writer identify the title of the article and the name of the author?
- Do you see specific reference/explanation to the WHO, WHAT, WHY, HOW elements of the article.
- Do you see appropriate IN-TEXT CITATIONS that inform you where the information comes from.
OK, Now you know what to look for - Please use your HIGHLIGHTERS to identify key elements of writing - Like this:
( Use your own choice of colors - Use what is available)
Last but not least, LEAVE A POSTIVE COMMENT - What is the best part of this paper? Did you learn something new. Did you appreciate the effort? What can you say to support your classmate?
- Below, I share a Sixties Research Paper for Janis Joplin
- I used Word Annotations because it was easier this way for me to present a model of Peer Review on Canvas
- I took a SNIP of the first paragraph - I tried to follow my own directions the best I could.
- YOU should be able to leave at least FIVE comments for your classmate.
TAG! - YOU ARE IT! - Use the following Peer Editing Suggestions to Complete your Peer Editing Assignment - to be submitted on Canvas.
For me, the worst part of a writing class is having to write what the teacher wants you to write, not what you want to write. That’s so boring for the students. That’s even worse for the teacher. Everything looks and sounds the same. This semster my students have chosen their own subjects and topics for a Community Profile project. Their writing about Teen Pregnancy, Immigration Struggle, Broken Homes. My goal this week is to provide a positive, trusting atmosphere for my students to share their work and collaborate at their tables. They will discuss important issues that affect their lives. LESS of ME. MORE of THEM. From what I’ve read so far, my students will have more insight into each other’s topics than I will. This is the FUN part of writing: when students have the opportunity to explore their personal thoughts and feelings, and know someone will listen and care.
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