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ERIC Number: ED246688
Record Type: RIE
Publication Date: 1984-Nov
Reference Count: 0
Composition Skills in Intermediate German Courses.
Coombs, Virginia M.
The composition segment of a fourth-semester college German course at Bucknell University is described. The segment was based on the beliefs that writing is a process, that meaningful response does improve writing, and that peer editing draws the students directly into the teaching process as they help to shape fellow students' writing at various stages in the multiple-draft process. Writing samples and peer-editing worksheets from the course are used to illustrate the progress students make as writers and editors. The writing assignments during the course consisted of three essays, an in-class theme, summaries from a text, and an essay written during the final examination. The peer editing process begins after the first draft of the first essay, with peer editors using worksheets to comment on grammar and content at first, and subsequently on sentence structure, syntactic variety, topic, and organization. The teacher then reviews and expands on the student editor's comments. The number of possible rewrites and the point in the process at which a letter grade is assigned are flexible. It is concluded that peer editing brings a new perspective to students' composition efforts, forcing them to write for a broader audience than just the teacher, and causes students to value each other's writing while supporting and reinforcing acquisition of second language communication skills. (MSE)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Bucknell University PA
Note: Paper presented at the Annual Meeting of the American Council on the Teaching of Foreign Languages (San Francisco, CA, November 24-27, 1984).