Tuesday, March 22, 2011
Project 2: Intro
Many times in school we're put in groups to discuss different ideas on our classmates writings, to try to improve each others writing, or simply revise grammar. Peer response has been a big role in students academic learning life. Peer response simply means classmates looking over each others writing while giving feedback to improve each others papers. Seeing how in this class we've mainly been working with peer response, and we've studied it and read over it made me wonder, is peer response and revision really effective? Are students actually learning through peer response? I certainly believe it has taught me in a much deeper and rather effective way. When i revise or my peers revise my writing, I believe I get a better understanding of the writing and how it can be approached. Nancy Sommer’s Article “Revision Strategies of Student Writers and Experienced Adult Writers” is a perfect example of how self revision is effective, yet not much students are experienced in this or simply don’t do it correctly. On the other hand Diana George’s "Working with Peer Groups in the Composition Classroom." and Gillam’s “Research in the Classroom: Learning through Response” are example’s of what peer response/revision can do for students. This can take a revision assignment to a higher level of thinking and learning. When students are made to revise each other’s work, they are rhetorically and thoughtfully expanding their minds to create much better writing while getting experience from other writers. To prove how effective peer response really is, I thought of having two types of experiments. One being surveys in which students are asked how they are handling peer response and peer revision, the second experiment would be interviewing english professors who use or don’t use peer response and revision in their teaching structures. This can represent how effective (or not effective) peer response/revision is.
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