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Re: [Teacher-talkhswriters] workshop 6

From: Mary Lou Jacklin <maryloujacklin_at_hotmail.com>
Date: Tue, 22 Feb 2011 13:20:33 +0000

I think peer editing would be a good strategy to incorporate into a transition to college class. Some programs have a beginning and ending date which would allow time for a teacher to incorporate peer editing and for the students to gain from the experience. Other programs have the transition class similar to that of an ABLE class where students can enroll on an onging basis. This atmoshere will be more difficult, but if peer editing is in their college writing curriculum, then exposure to it will be beneficial and more accepted by the students. I am not comfortable using this strategy with regular ABLE or GED students because they are so sensitive about their writing and as you mentioned, we don't keep them as long...which makes peer editing a challenge.

To: teacher-talkhswriters_at_learner.org
From: emmirg_at_aol.com
Date: Sun, 20 Feb 2011 14:53:45 -0500
Subject: [Teacher-talkhswriters] workshop 6

 

 

Workshop 6 had some interesting thoughts and ideas. I found that even among teachers peer editing has mixed reviews. How, when, or even what to do when we ask students to respond to otherís writings gets just a little messy. I think it is important to have our ABLE students be involved in peer editing. If they are going to pursue further academic training they are most likely going to encounter the experience. How to use it in my classroom could be a challenge. The video stressed the importance of starting the year with an introduction to peer editing and then demonstrating how to go about it over time. It is the hope that by the end of the year students will grasp the importance of specific feedback both in giving and receiving. In ABLE, we rarely keep our students a full school year. I am going to have to look at how to achieve wanted results in an abbreviated time period.

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Received on Tue Feb 22 2011 - 09:19:19 EST

 

 
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