ERIC Number: ED351689
Record Type: RIE
Publication Date: 1992-Oct
Reference Count: N/A
Bridging the Gap between Peer Response in the Classroom and Teacher Expectation: Three Stories.
Teichmann, Sandra Gail
Combining three strategies, a composition instructor has attempted to bridge the gap between peer response and teacher expectation in the first-year writing course taught at Florida State University. The focus is on writing that is exploratory and based on personal experience. The instructor: (1) establishes a criteria for producing and evaluating exploratory writing; (2) uses class time for extensive student discussion of student text; and (3) uses a grading system that involves the teacher and the students as well. The students and the instructor value five elements (self-involvement; curiosity; risk; thought; and discovery) in exploratory writing and make those elements the basis of assignments, discussion, and evaluation in the writing process. The format of the class centers on open classroom workshops. The paper portion of students' end-of-course portfolio is graded by the student, three peers chosen by lottery, and by the instructor. The workshops are a forum for communication of ideas, and all participants are free from any restraint or artificial tool, such as anonymity. Despite the success of teaching the course during a summer session, the instructor became unsure of her role as a teacher and went back to grading each essay in the traditional manner. Perhaps the instructor can let go of some of that traditional teacher authority if she can learn to trust the students for their individuality, thinking ability, and responsibility. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Florida State University
Note: Paper presented at the Annual Peer Tutoring in Writing Conference (9th, Indiana, PA, October 23-24, 1992).