Guiding
principles for effective peer response
by Jette G. Hansen and Jun Liu
by Jette G. Hansen and Jun Liu
The authors
in this article suggest that in the process of creating purposeful and appropriate peer
response sheets, the teacher could, on purpose, leave some blank space on the
sheet for students to fill in. The teacher should prepare some pre-established
sentence starters such as: “I have difficulty in _____” etc. I think it is a
very interesting way of making the students aware of their own weaknesses and
it also allows the other students, the one who will be writing the peer review
to focus on certain grammatical elements which might require a particular
attention.
In the introduction, the authors
mention the collaborative learning theory which I do not think I have studied
before. However, in the following paragraphs, in the guiding principles, I have
found very interesting the idea of using peer responses not only for reviewing
the final result of a writing production but to use peer-responses to write
collaboratively. I think students could greatly benefit of peer reviewing right
from the beginning of the writing process, from brainstorming, to plan,
outline, etc. This I believe could help some lower level students and students
who are avoiding failure to have some positive feedback from fellow students
and maybe to increase their motivation level.
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