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Learners need to be taught how to give and receive feedback in a supportive way. You can’t achieve successful peer editing overnight. Kind: Frame comments in a supportive way.Referenced: The feedback directly links to the task criteria.Actionable: Students know what steps to take to improve.Prescriptive: They offer a solution or strategy.Specific: Link comments to a discrete word, phrase, or sentence.Mark Gardner, writing in Edutopia, uses the acronym SPARK to help students understand what quality feedback looks like: Each partnership needs to be supportive but also effective. Set clear expectations and rules to make sure peers are supportive of each otherĬhoose your peer editing partners wisely.Avoid placing best friends together unless you know they will work well.Partner your highest achieving students with secure middle-ability students.Put struggling learners with middle-ability students.Showing your work to someone else is an intensely personal experience and needs treating with sensitivity. Peer editing can often fill students with dread. Sentence starters can help students who struggle to know what to say to their partner. Give your students a template or guide to help them with editing. Which points are unclear or not detailed enough?.
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Use questions to help your learners find positives and developmental areas to work on. Developmental EditingĪfter proofreading, your students will be less distracted by obvious errors. Give them a set amount of time to correct spelling, punctuation, and grammar before moving on to developmental changes. Check the tense of the piece remains consistent.Provide a word mat of technical vocabulary needed.Use a dictionary to self-correct spellings.Try using these simple tips with your class for effective proofreading: This stops them seeing wider changes they could make. Often students are distracted by simple grammatical and spelling mistakes. This shows that time spent editing has a purpose. Display pre- and post-edited work on a wall display or in a class book or blog. Ask yourself, what is the most important thing I want my students to develop? Decide as a class your criteria for success.Įditing is a difficult process, so value the changes and make use of them. Successful peer editing needs a clear purpose, or it can feel overwhelming. Using an online editor such as ProWritingAid.Using colored highlighters and pens to show the changes.Displaying work on a visualizer or photocopying for the class to see.Letting students use colored sticky notes to write their edits.Often students find editing a boring process, but it really doesn’t have to be. Try this technique with your learners by separating out the writing and editing sections, interleaving it with a different project. When they edit their work, they are looking at it with fresh eyes.
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Most professional writers finish a first draft then leave it for as long as possible. Annotate and unpick the successful features of a WAGOLL as a class and discuss how they could apply this to their own writing. Use high-quality examples, called ‘What a Good One Looks Like’ (known as WAGOLLs) to let your learners see what you are expecting. Dedicate time for the direct teaching and modeling of peer editing skills. Don’t expect your students to know automatically what you expect. Make it an integral part of writing by building in enough time. How to Include Peer Editing in Your ClassroomĮmbed peer editing within the writing process, don’t treat it as an add-on. They can make changes to improve clarity and meaning. A collaborative practice helps children see their work from a different perspective. When writing, two heads are better than one. This is a big reduction in teacher workload and removes the bottleneck feeling where every student waits to receive individual feedback from you. They improve it independently, without relying on you to tell them what to do.
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Peer editing helps learners take ownership of their work. If students find peer editing difficult, why do we bother teaching it? Well, editing is an important shift towards understanding that writing doesn’t end with a first draft. They can then help their partner with the same process. Making it a collaborative process allows them to hear an honest opinion from a friend. Learners find it hard to hear that their writing needs improving. Students work with a partner to read and refine their work. Good peer editing goes much further than a simple spell check at the end of a piece of writing. How to Include Peer Editing in Your Classroom.