Reflection: Positive Reinforcement Peer Review: Editing for Voice and Purpose at the Sentence Level - Section 2: Applying the 6 Traits of Good Writing


Note to self: Make sure students know what their strengths.


There was a poignant moment just as students exchanged essays. I had mentioned that I arranged the groups so that everyone's strengths were highlighted and that I was confident that they could learn from each other. One girl raised her hand and asked, "what are my strengths?" She was honestly asking me because she didn't know. And that's on me. Sometimes when grading, I can get tired of correcting the same error over and over and over, and I probably don't highlight the positive elements of their essays as much as I could. I always want to, but I know that I could-- and should-- do this more.


I'm glad that she asked. It was a positive moment where I could talk to her about all the things she does well and why she was in that group. And then I did the same for the other students in her group. And then the mood changed. They seemed less daunted by the task and more prepared for it. They could help their peer write a better essay and their peers could help them.

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  Positive Reinforcement: Positive Feedback
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Peer Review: Editing for Voice and Purpose at the Sentence Level

Unit 18: Romeo and Juliet Act 5: Theme Analysis, Comparing Text to Film, and Analytical Writing
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.

Big Idea: Today we peer edit, but the writers tell the editors what to do.

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