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Peer Review: Editing for Voice and Purpose at the Sentence Level
Lesson 8 of 8
Objective: SWBAT strengthen writing by editing and rewriting, focusing on addressing what is most significant for a specific purpose by editing their Romeo and Juliet essays.
Getting Started
In the first few moments of class, students will arrange themselves in the same groups from the last class. We will review the Traits of Good Writing-- which they developed last class-- and I will explain the next step in the process, which is to peer edit using these traits as a guide.
Students will exchange papers in the same groups of three that they worked in last class. Before they pass their paper to the left, each author will write the six traits they want their reader to focus on in each category in this worksheet. Here's a bit more information on the process.
The reader will read their peer's paper with these traits in mind. As they read, they will write troublesome sentences on the worksheet and suggest a way to rewrite each (W.9-10.5). I think this last step is a key element of the process. Often peer editing doesn't help because students merely correct grammar issues or draw a smiley face. While grammar and positive reinforcement are important, I want this time to be about constructive criticism, about becoming better, more confident writers. This is the last chance they have to receive formal feedback on their essays before they hand in a final version. Here is one example.
Resources (3)
Sharing in Small Groups
After their reading time, each group will have time to talk with each other about what they noticed in their writing. Because they are working in groups of three, the conversation will sound a little differently than it usually does: they are not reading the essay of the person who is reading theirs. I will work to guide each small group conversation by directing the whole group. For instance, I will ask each group to focus on voice first and to discuss their conclusions, based on the essay from this morning, their peer's essay that they just read, and their own experiences writing (SL.9-10.1). It's possible that they did not edit for voice, but they can still share in the conversation, which will be broader than this one activity.
I am leaving time for this conversation because it helps students contextualize this activity and the one prior. They will have been focused on the moment and can make connections if they are given time to think about everything they just accomplished. Plus, some students find their words as they say them. They need this time to process.
Wrapping Up
In the last few minutes, I will ask students their opinions on this process. What was helpful? What did they learn? It's always good to involve students in the learning process and to remind them that they need to take some ownership of their education. If something doesn't work, we shouldn't do it. If it does work, we should recognize what's working.
For homework, students will write the final draft of the essay.
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- UNIT 1: Great Expectations Ch. 1-6: Foundation
- UNIT 2: Great Expectations Ch. 7-18: Applying Knowledge
- UNIT 3: Serial Writing: A Creative Outlet While Reading Great Expectations
- UNIT 4: Great Expectations: Extending Knowledge
- UNIT 5: Great Expectations: Pulling Everything Together
- UNIT 6: Great Expectations: The Final Assessment
- UNIT 7: Writing Before and After Vacation
- UNIT 8: Long Composition on Choice Reading
- UNIT 9: Fahrenheit 451: The Hearth and the Salamander
- UNIT 10: Fahrenheit 451: The Sieve and the Sand
- UNIT 11: Fahrenheit 451: Burning Bright
- UNIT 12: Introduction to Romeo and Juliet
- UNIT 13: Vocabulary Acquisition
- UNIT 14: Romeo and Juliet Act 1: Character Introduction and Analysis
- UNIT 15: Romeo and Juliet Act 2: Analysis of Character and Tension
- UNIT 16: Romeo and Juliet Act 3: Analysis of Character Development and Film to Text Comparisions
- UNIT 17: Romeo and Juliet Act 4: Reading, Performing, and Writing
- UNIT 18: Romeo and Juliet Act 5: Theme Analysis, Comparing Text to Film, and Analytical Writing
- UNIT 19: Creating Book Trailers in iMovie for Choice Reads
- UNIT 20: Serial Writing
- LESSON 1: Analyzing the Role of Fate in Act 5 Scenes 1 and 2
- LESSON 2: Analyzing the Events and Nuances in Act 5, Scene 3 to Understand Why We Still Read Shakespeare
- LESSON 3: Determining Who's to Blame for Romeo and Juliet's Death (Day 1 of 2)
- LESSON 4: Determining Who's to Blame for Romeo and Juliet's Death: Citing Relevant Evidence (Day 2 of 2)
- LESSON 5: Comparing Zeffirelli's Death Scene to Shakespeare's Play
- LESSON 6: Analyzing the Cinematography of Luhrmann's Romeo and Julet
- LESSON 7: Deconstructing a Critical Essay to Determine the Traits of Good Writing
- LESSON 8: Peer Review: Editing for Voice and Purpose at the Sentence Level
