Reflection: Peer Editing the Rhetorical Analysis Essay - Section 3: Two Stars and a Wish: Peer Editing the Essay


The students generally did a nice job of siting specific passages as they talked about each other's essays, and seemed to be thoughtful for the "wish" part--the part that tends to be more uncomfortable for them.   I didn't hear quite as many discussions on the syntax question, leading me to believe that was more of a challenge.  I think that generally peer review for high school students is more helpful for the reviewer than the reviewee, because it gives students a chance to see what other people are doing, and put their own writing up against someone else's for comparison.  Students talking to each other about writing is always a good thing, too.  However, with this new genre they haven't written before, the one-on-one discussion I have with each student later this week will ultimately move them forward, and I'll get a better idea of how they are doing.

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Peer Editing the Rhetorical Analysis Essay

Unit 3: Writing a Rhetorical Analysis Essay
Lesson 5 of 5

Objective: SWBAT evaluate peer essays in terms of effective organization of building of a topic, use of relevant evidence and logic, and strong command of objective language.

Big Idea: Writing doesn't have to be lonely; feedback from peers is an important part of the process.

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