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ERIC Number: ED465187
Record Type: Non-Journal
Publication Date: 2002-May
Pages: 87
Abstractor: N/A
Enhancing Student Revising and Editing Skills through Writing Conferences and Peer Editing.
Stemper, Julie
This report describes instructional strategies to improve the revising and editing skills of sixth grade students during the writing process. The literature review suggested improved instruction and evaluation through a writing workshop approach as a possible solution to the problem of poor revision skills. Within this structure, research also points to creating a positive environment, beginning the workshop with mini-lessons, teacher modeling, peer editing and teacher/student conferencing as possible solutions. This researcher focused specifically on peer editing and teacher/student conferencing. During the first week of September, a survey was administered to all language arts teachers at the site, and students were given a survey regarding their attitude toward writing. Students then drafted writing samples, which were evaluated by the researcher with two rubrics. A second writing sample was evaluated in December with the same rubrics, and the students were given the same survey to reassess their attitude toward writing. The post achievement data obtained from rubrics indicated a significant improvement in students' revising and editing skills in the areas of content and mechanics. In addition, post intervention student attitude survey data demonstrated significant growth in students' understanding of the importance of revising and editing. (Contains 30 references, 21 figures, and a table. Three appendixes contain: the teacher and student surveys; Content Writing Rubric; Mechanics Writing Rubric; the baseline narrative writing prompt and the post narrative writing prompt; Teacher/Student Conferencing Lesson Plans; Peer Editing Lesson Plans; a peer editing guide; and a checklist for student revising and editing skills.) (PM)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A