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ERIC Number: EJ1059354
Record Type: Journal
Publication Date: 2015-May
Pages: 5
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0034-0561
Preparing English Learners for Effective Peer Review in the Writers' Workshop
Kim, Soo Hyon
Reading Teacher, v68 n8 p599-603 May 2015
English Language Learners (ELLs) often face challenges when participating in peer review activities in writers' workshops. This article identifies some of the potential difficulties that ELL writers may experience, and provides teachers with strategies to address these problems. The author describes a simple three-step peer review training model that she has successfully used with her students during writers' workshops. The training model involves establishing a shared set of evaluation criteria and expectations "before" peer review, supporting ELLs in their formulation and articulation of feedback "during" peer review, and helping ELLs reflect on the peer feedback they received "after" peer review. By implementing this three-step peer review training model, teachers can strengthen the positive effects of using peer review during the writers' workshop, while supporting ELL writers who are still developing their proficiency in English.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A