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ERIC Number: ED465189
Record Type: Non-Journal
Publication Date: 2002-May
Pages: 83
Abstractor: N/A
Reference Count: N/A
Improving Student Revising and Editing Skills through the Use of Peer Editing and Writing Conferencing.
Kolling, Ann
This report describes instructional strategies that will improve the revising and editing skills of sixth grade students during the writing process. The literature review suggested improved instruction and evaluation through a writer's workshop approach, which would include a positive environment, mini-lessons, teacher modeling, peer editing, and student/teacher conferencing. This researcher focused specifically on peer editing and student/teacher conferencing. A survey was administered to all language arts teachers at the site during the last week of August. Also during this week, students were given a survey to fill out regarding their attitude toward writing. After drafting a writing sample the first week of September, students were evaluated with two rubrics by the researcher. During the first week of December, an identical survey was given to the students, and a second writing sample was evaluated according to the same rubrics. Post intervention data indicated an increase in student achievement. Improvement was shown in all areas of content and mechanics. In addition, attitude data showed an increase in the understanding of the revising and editing phases of the writing process. After the four-month study, students showed growth in understanding the process of writing, and spent more time on the revising and editing phases. This increased time resulted in overall improvement of their written work. (Contains 32 references and 21 figures. Three appendixes contain the following: the teacher and student surveys; Narrative Writing Rubric; Mechanics Writing Rubric; the baseline writing prompt and post writing prompt; lesson plans; a peer editing guide; and a conferencing checklist.) (PM)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A