Do you know how to include peer editing in your classroom? There are many different ways to engage students in this important learning activity. This article explains how to set up and execute peer editing so that it is engaging and successful for all students. I like the advice about giving compliments because it stresses that peer editing should be productive and uplifting.
In order to "foster collaboration through technology," students use Google docs to share ideas. In this way, they can write at the same time, edit, revise, and share ideas. Students are able to peer edit others' work. Teachers are also able to add comments and watch the students' writing processes. Finally, Google docs saves the environment because it is a digital record of students' progress.
Writers learn about their writing by remaining silent or "witnessing" their friends' critiques and suggestions. I like how the teacher promotes the writer's work by first starting with "fuzzy" compliments. Then, constructive feedback is given to help the writer enhance his/her writing.
There are many great ideas here to describe the process and rationale for peer review. One of the teachers gives a great suggestion for a wary peer reviewer. She reminds reviewers that they are really providing the experience of the reader to the writer. I love this idea because typically readers engage with writing in a silent fashion. In peer review, writers have access to their readers' experiences.
This is a valuable resource because it is comprehensive and user-friendly. The author gives a step-by-step process for peer questioning and suggestions for how to incorporate writing into class discussions. There is a sample syllabus and a useful peer commentary handout as well.
I like how this resource gives directions but also includes a "What teachers do" and "What students do" before, during and after chart for peer editing. It also describes what it means to be a good audience for writing. Many students are nervous about critiquing their peers because they lack confidence in their own abilities or they don't want to offend their peers. This logical resource detaches emotion from the process and keeps students focused on continuous improvement.