Writing Teacher Development Workshop: Intro to Peer Review
Participants: Teachers of writing; junior high school, high school, college,graduate levels
Rationale: Tointroduce teachers to 2 different peer review practices in the writingclassroom:
-
Using a rubric
-
Holistic reader response
Outcome: Teacherswill complete the activity with an awareness of classroom peer review practices, havingparticipated in such practices themselves, having worked with a rubric, andhaving critically evaluated the applications of such practices for their ownclassrooms.
Materials:
- Sample rubric
- Straub, Richard. 2003. “Responding—Really Responding—to Other Students’ Writing.” In The Subject is Writing, ed. Wendy Bishop, 3rd ed. Portsmouth, NH: Heinemann. (137-146)
- sample essay.
Time: 45-60minutes
Activity Outline:
INTRO: 5-10 mins
INTRO: 5-10 mins
-
Introduction to activity.
-
Identify focus: Discuss writing as “a process”; discuss steps in this process; discuss useful tools to complete the process. Focus on the process of revision.
-
Discuss experiences with writing response, e.g. “fear of teacher correction/rejection”; “supportive feedback.”
-
Identify latent knowledge: Clarify participants’ experiences with peer review, e.g. rubric, written response, etc.
-
Re-confirm rationale and outcome of activity.TWO TYPES OF WRITING RESPONSE: 35-40 minsRubric: 10 mins
-
Introduce rubric. Discuss creation and use.
-
Participants use rubric to evaluate sample essay.
-
Discussion of rubric use; identify strengths and weaknesses of approach; identify applicability of rubric in participants’ classrooms.
