Thursday, October 28, 2010
Ch 6 Question
In chapter 6 Ferris and Hedgcock talk about peer response. The authors suggest effective peer response activities which I believe can be applied to both native speakers' and English as a Second Language Learners' composition course. According to Ferris and Hedgcock, how can a teacher effectively carry out an effective peer response?
Subscribe to:
Post Comments (Atom)
One way the authors suggest effective peer response is by making them an integral part of the course. The more it is implemented, the more students will become comfortable with it and learn more from each other. It would also be useful to model the process the first time around, as students may not be sure what to do, but it is important to not give too detailed descriptions as students will not be innovative. With time students will develop their own practices. Another point made was that if students are held accountable for the task of peer review, they will place more importance and emphasis on it, whether it be a grade for themselves or one another as a group.
ReplyDeleteFirst, guidance from the teacher is important. teacher can do one sample of peer revision as demonstration.
ReplyDeleteIf there is Peer Response Worksheet, it is good if teacher goes through all questions, make sure that students can understand what they expect to cover for that question.
The teacher helps students understand "constructive criticism".
The authors state that peer response should be an important part of the classroom. Teachers should have guidelines as to how the peer review workshops should be run and should include worksheets to illustrate what students should be looking for. One of the things that I found interesting is how the authors discussed how students should be held accountable for peer review. This can be conducted through summaries of what the students learned through their peer review activity.
ReplyDelete