An ESL teacher is planning to have English language learners assess each other's writing in a peer-editing session. Which of the following teacher strategies would best promote the effectiveness of this type of writing assessment?
  1. Encouraging students to give only positive feedback on their peers' writing.
  2. Providing students with a rubric or checklist to complete as they review their peers' writing.
  3. Asking students to base the grade they give their peers' writing on the number of errors in the writing.
  4. Instructing students to focus on only one type of error at a time when reviewing their peers' writing.
Explanation
Correct Response: B. Peer editing is a step in the writing process (at the editing stage of a draft) that involves partners reading and correcting each other's writing, usually in preparation for "publishing" a final copy. At this stage, the draft should have already been revised for meaning (e.g., clarity, organization, word choice), so the focus of this review is on mechanics (e.g., spelling, punctuation, grammar). Peer editing allows "another set of eyes" to check over a piece of writing prior to finalizing it. A rubric or checklist provides English language learners with a scaffold to help them focus on relevant aspects of their peer's writing and to offer suggestions for improvement. A is incorrect because providing only positive feedback will not help students make needed corrections in preparation for publishing their writing. C is incorrect because at no point in the writing process are students supposed to assign grades to their peers' writing. Also, peer editing is an activity that is intended to support students' writing by helping them identify and correct potential errors that the writer may not have noticed on his or her own. D is incorrect because if students are limited to editing only one type of error, other errors may not be noted and corrected, which would not benefit the writer as he/she tries to finalize the draft in preparation for "publishing."
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