Giving Feedback on Student Writing - University of Essex：给学生写作反馈埃塞克斯大学.ppt

* * * * 7 GENERAL PRINCIPLES Ferris (2003b) talks about seven general principles teachers should have in mind when implementing student—student conferencing: 1. utilize peer feedback consistently 2. explain the benefits of peer feedback to students 3. prepare students carefully for peer response 4. form pairs or groups thoughtfully 5. provide structure for peer review sessions 6. monitor peer review sessions 7. hold students responsible for taking peer feedback opportunities seriously (p.165) Let’s have a look at some of these in a bit more detail… * UTILIZING PEER FEEDBACK CONSISTENTLY Ferris (2003b) points out that giving feedback on other people’s writing is a skill and therefore requires plenty of practice: ‘For peer feedback to be a useful tool, teachers must commit to it as an option, communicate from the outset that it will be a regular part of the class, and allow adequate, regular time for it’ (p.165) However, taking student conferencing seriously requires time… * TAKING CONFERENCING SERIOUSLY:THE TIME FACTOR Ferris (2003b) claims that in her university writing classes, ‘I have found that having groups of three read and respond to each other’s papers (completed drafts) takes a minimum of 45 minutes of class time (and could have gone on longer if I had permitted it)’ (p.166) If you only have 3 hours a week with your students and are expected to cover everything (i.e. grammar, lexis, skills), how could you do student conferencing using less class time? * THE TIME FACTOR Ferris points out that class time can be reduced if students have read each other’s writing outside of class You could also try getting the students to conference about parts of their texts (e.g. their introductions), which will also reduce time * PREPARING STUDENTS CAREFULLY TO CONFERENCE Get students to practise first with a text written by a student from another class Give the students guidelines about what to look for Give the students guidelines