It is important to identify a clear definition of peer correction before discussing any further issues. Peer correction, It is also called peer review, peer response, and peer evaluation (Liu and Hansen, 2002).It remains a popular source of feedback in the English second language/English foreign language (ESL/EFL) classroom. It is defined as the “activity in which students gain assessment from their classmates” (Sheen, 2006:12). Also, peer correction is defined by Bartels (2003:34) as “the process in which students learn each other’s’ papers in order to receive assessment and correction”. Hansen and Liu (2005:31) describe peer correction as the process in which students are utilized as the sources of information and interact to comment
According to Liu (1998), peer correction is a process in which learners read each other’s writings and provide comments on grammar, usage, content, word choice, and the structure of the essay. Hansen and Liu (2002) defined peer response as “the use of information and interaction between each other” (p 1). They found that peer comments could lead to meaningful revision. Revision based on peer comments can be better in vocabulary, organization, and content. Also, Nelson and Murphy (1993) described peer review as a process-based technique in which students evaluate each other’s' working drafts for the purposes of exchanging feedback. Hyland (2003) explained that peer review is a process in which students exchange their papers with one another and provide comments in oral or in written form during class
However, Al-Hazmi and Scholfield (2007) demonstrate that most students, when asked to do a peer review, tend to focus mainly on these editorial aspects. Most of their corrections are directed to surface errors such as spelling and grammar. It seems that the students were not reading to abandon the traditional surface errors, and even then their corrections were not efficient as there was little improvement noticed in the revised papers where editorial aspects were the main
In the article of Daniel Richards, the author mentions about in-class peer review. Daniel shows the readers about two types of students who were facing the in-class peer review. One student acts very nervous and he is scared about being shamed if he read his draft in front of his classmates. Other student acts like very confident about his writing and be ready to show his classmates how good he is in writing. In-class peer review exists some social factor about feeling. It may get hurts, the emotion of your classmates and your teacher, feeling shamed when your classmates rate your draft bad. However, the feedback from your peers will motivate your writing somehow. You will know which your weak side and strong side are, then you use it in order
From the beginning, the first writing project assigned in class, a proposal, exposed to me the essential tools a writer needs to connect to the proper audience and defend my stance on the reform proposed. Overall, the course not only stressed the importance of drafts, but of peer review and instructor feedback as well; therefore, strengthening my knowledge
Both of the articles “Dancing with Professors” by Patricia Limerick and “Shitty First Drafts” by Anne Lamott resolve the issues faced by college students when writing papers. The first article, “Dancing with Professors,” explains why college professors expect more elaborate papers even though they assign dull and un-motivational reading to their students. On the other end of the writing spectrum, “Shitty First Drafts” explains how valuable the first draft is to students, and why students should not feel weary about writing them.
Farber, Jerry “ A Young Person’s Guide to the Grading System” Dissent Fall 1997: 102-04 in Mary Lynch Kennedy and Haley M. Smith. Reading and writing in the Academic Community. 2nd ed, Upper Saddle River, New Jersey: Prentice Hall 2001. 333-336.
...thout any evidence. To fix this, I added more resources, evidence, and information to support these claims. My paper would not be believable if the claims were not supported with evidence. One example of where I fixed this problem was in the cheating paragraph. I added a statistic to boost my claim and give myself more credibility on what I was talking about. Another example of where I added evidence was in the paragraph about technology lowering college costs. Before, this paragraph was just statements and claims. To correct this, I added more information with evidence to show that this claim was true. Overall, I made a great deal of revision based on knowledge that I gained after writing this paper. These revisions include fixing grammatical errors, adding or removing information, removing wordiness and repetition, and adding more evidence to support my claims.
It’s the end of the school year, and students are preparing for finals, in anticipation of moving forward in their education. English students are perfecting their portfolios, looking back on the hard work they had done throughout the year. The teacher begins to hand out papers for summer work for AP English Language and Composition. A student looks over at his peer’s paper and raises his hand.
Gradually through the whole semester, Peer Review sessions became a great and positive influence on my writing. It is very helpful to have two people with different views on writing read and critique my paper, and give me feedback on what they think I should improve or correct. We didn’t change peer review groups and I was very delighted because I have gotten a chance to see my group members grow as a writer. When it’s time to revise my paper before I turn it in for a grade, it is very helpful to have some options on what to exactly revise in my paper. For example, in my comparative analysis essay, both of my peer reviewers wrote that my introduction was not effective and i...
Sufficient and current and - Meet internal and external assessment requirement Involve learners in assessment : peer and self-assessment represent an interesting way to involve students in the assessment process as students assess each
One of the most prominent forms of writing in children’s lives is essay writing and writing for school. These skills become important later on in life when these children grow up to become adults and the reports that are written are for something far more important than a mark. Past generations were limited to where they can go to have a piece of literature edited. The furthest their resources could expand would have been teachers, or anyone who was willing to edit. Today’s generation has the technology that allows them to seek help from someone who may have problems in their own writing. Computers are the first major improvement to editing. They catch initial and obvious mistakes that would otherwise go unnoticed because a person is so used to their own writing. There are many websites that help students learn how to cite the information. An example of this is Owl Perdue; it teaches people how to cite information for essays, reports. It teaches someone how to cite information from online sources, books, journals, etc. There are also many websites where students who want to learn what grammatical mistakes they make can point out what some of their downfalls are. This allows students (or anyone who wants some of their literary work edited) to learn from their mistakes. Future literary pieces will become easier to enjoy and
Error correction is a delicate balance, and not for the faint-of-heart. Error correction of ELL students is a useful tool in the hands of a skillful educator. It can point a learner toward discovering correct answers, motivate and push them to work a little harder, and engage a receptive student with useful and informative feedback. Error correction, however, is NOT a punishment. Nor is it an opportunity to denigrate or shame a learner – consciously or unconsciously. Most of us want to be corrected constructively, thoughfully, and respectfully. ELL students deserve no less.
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
Throughout the Mid-SEE I have written reflections on my writing and participated in group activities. I have received comments back from my peers and suggestions to help with revising my paper. With the help of my professor, Professor Church and my classmates, I was able to comprehend their suggestions to me to make my essay better and by revising my classmate’s essays, I was able to point out mistakes that I might have made in my essay, which made myself go back to my essay and check and see if I had mistakes that just flew by my eyes.
I learned the importance of making several drafts for one paper. Every writer can always make improvements because a paper is never perfect on the first draft. At least three drafts should be made before submitting. Secondly, it is important for ideas to be organized. One idea should smoothly transition into the next for the reader to easily understand the author’s arguments. Thirdly, it is helpful to have others give corrections on the student’s paper. Asking the professor or peers for critiques allows to see possible errors and ways to make the paper
Stojkovic, S., & Lovell, R. (2013). Corrections: An introduction. San Diego, CA: Bridgepoint Education, Inc
As English wasn’t their first language, I noticed that some students struggled to express themselves and put their ideas across. However, in order to tackle this issue, I would see what direction they were going in and would then suggest words to help them structure a sentence or if it was a complicated sentence, they would use a translator app. This loosely links to the cooperative principle because when English isn’t somebody’s first language and they make speech errors, I tend to ignore them and carry on the conversation. One of the reasons why I don’t mention that they have created an error is because the speaker may feel embarrassed about their mistake. On the other hand, I might also help them if I notice that they are struggling with their