![]() Do you use the appropriate tense (past, present, or future)?ģ. Do you write from a consistent point of view (that is, first, second, or third person)?Ģ. Does your conclusion match and restate your thesis statement?ġ. Is each paragraph sufficiently developed and coherent?Ħ. Do you use linking words and sentences to make easy transitions between your paragraphs?ĥ. Are there clear, logical, and sequential connections between your paragraphs?Ĥ. Is each topic sentence supported with sufficient examples or details?ģ. Do body paragraphs discuss ideas that support your thesis?Ģ. Does each body paragraph contain a topic sentence and a conclusion?ġ. Do you use appropriate paragraph breaks?ĥ. Depending on the assignment, does your introduction end with a thesis statement that is clear and concise?Ĥ. Does your opening paragraph contain the necessary background information?ģ. Does your paper have an introduction, main body, and conclusion?Ģ. Does the title meet the genre requirements?ġ. Does your paper adhere to the appropriate genre (e.g., memo, short story, analysis, narrative writing)?ĥ. Is your title exciting and related to the main idea of your paper?Ĥ. Do you answer all of the questions in the essay instructions?ģ. Is the topic covered fully and clearly?Ģ. Have students use the checklist as an assessment tool for future peer-editing sessions.1. Once students have generated six to seven checklist items, record and type them up.Some ideas might include, "I gave the author detailed suggestions about how to improve this piece of writing" or "I marked all the spelling and grammar errors that I saw in this piece of writing." Move through the other two steps of peer editing (suggestions and corrections) and generate several other checklist items.Some ideas might include, "I gave the author of this piece at least two compliments" or "I was specific about what I liked about this piece of writing." Record these student-generated checklist items on the board or on chart paper. Guide the class to create one or two checklist items related to compliments. Start by asking students what they need to remember about the first step-compliments.It should include all three steps to peer editing. Work with the class to develop a peer-editing checklist for use with future peer editing.Review the Peer Edit with Perfection! worksheets completed during the PowerPoint tutorial. ![]() To end the session, pass out the Peer Editing with Perfection! handout and quickly review the three steps to peer editing: compliments, suggestions, and corrections. Depending on the skills and routines in your classroom, you may want to have students use editing marks or simply circle or underline mistakes. Lastly, have students make corrections on the sample by checking for spelling, grammar, and punctuation errors. Maybe you could break it up into two separate sentences." Record students' suggestions on the board. ![]() For example, "The second sentence in the third paragraph is confusing to me. Remind students that they need to be specific when giving suggestions. Students should remember that "put-downs" are not allowed. Ask students to think of suggestions they would make to the author. Record students' compliments on the board or have them record them on paper.Īfter students have brainstormed compliments, have them move on to the second step- suggestions. Talk about why it is important to give compliments first and the importance of "staying positive." Ask students to brainstorm compliments that they could give for the 5-point writing sample. Explain that there are three steps to peer editing:Īs you introduce each step, model a few compliments, suggestions, and corrections that you would make on the sample writing piece. Pass out (or use an overhead transparency) to show the sample student work-5 points. Give enough details to show the reader what happened. Write a story about when you did something for the first time. Maybe it was your first day of school, your first time on a bike or bus, the first time you tried a skill learned in class, or the first time you tried a new sport. Think about a time you tried something new. ![]() Explain that they will look at some samples of student writing. Tell students that they will learn how to peer edit more effectively. Brainstorm the pros and cons of peer editing and record students' thoughts about the editing and revising process on chart paper. Introduce the concept of peer editing to students and define the term (i.e., students work with someone their own age-usually someone in the same class-to help improve, revise, and edit a piece of student writing). ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |