Essay Poster Project 6

 

Peer Edit & Proofing

Day 4 started with music again. I check to see if the students have their essays. I collect them and hand them out to other students. The students read them quietly.

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Then I ask the students to underline what they think is the main idea in the introduction paragraph. I ask them the underline the topic sentence of each supporting paragraph. I ask them to underline the concluding statement in the conclusion.

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I then give them a peer editing form and ask them to fill it out.

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Frequently the feedback is “this is great” or “I don’t understand.” I tell them that that is important but not so helpful for the writer to know what they did well or how they could improve. I ask “Why?” I didn’t receive any “just because” answers. Once the students knew that they had to support their feedback, they really got into it. I focused on the team element – “Help each other to be better writers. In this class, no one is competing against you. You are only competing against yourself. How can you help the writer improve? Be sincere and helpful.”

In the last 15 minutes of class, students are given opportunities to read their peer feedback and ask questions, in English or Korean.

As homework, I ask the students to read the peer feedback again, revise their essay, and proofread it for spelling, capitalization, text wrapping, and indention. It needs to be handed in the next day and must be typed. It should be about one page typed, with a reasonable font, and double spacing. Two pages are acceptable, but no longer than two pages.

I also mentioned that I will collect the diagrams, outlines, and rough drafts.

Day 5 I collect the scatter diagrams, outlines, rough drafts, and final drafts. We work from the textbook reviewing the different kinds of essays.

Find other Project-based learning ideas at: Project Palooza Monday

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