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ERIC Number: ED429299
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 15
Abstractor: N/A
Reference Count: N/A
Dialogic Assessment: Toward a "Conversational" Peer Response Method.
Ward, Amy M.
One writing instructor and her colleagues use the concept of teachers modeling responses for students as a cornerstone of the "mutually responsible" classroom. They spend a week preparing their classes to "do" peer response in much the same way that Mary K. Healy describes in her essay "Using Student Writing Response Groups in the Classroom." As a first step, students do freewrites about their attitudes toward being critiqued positively and negatively, whether that criticism has come in their written work or in some other area of their lives. After talking about the concept of criticism in general, the class is encouraged to share criticism that they have received in the past on their writing, and they then discuss whether or not they felt these criticisms were constructive. After this, students respond to a sample student paper from a previous class. In comparing and contrasting their responses to the sample, they have the opportunity to view the sample paper with previous student comments. They then begin to engage in the response process with each other's work. When a student returns another student's first draft (with comments), the writer then prepares a second draft for the teacher alone, along with a "revision essay" discussing the changes made. Attached are examples of a first draft, second draft, revision essay, and student comments. Contains a 4-item bibliography. (NKA)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A