PEER
REVIEWING
According
to the (Wegener. 2005) that Peer Review is the evaluation of creative work or
performance by other people in the same field in order to maintain or enhance
the quality of the work or performance in that field.
Rollinson,
(2005: 23) Peer Review: a process whereby the students use each other as
sources of feedback, “in such a way that
they assume roles and responsibilities normally taken by a formally trained
teacher in commenting on
and critiquing each
other’s drafts in
both written and
oral formats in the
process of writing”
Peer
review can be categorized by the type of activity and by the field or
profession in which the activity occurs. Peer review is a simple process, but
requires planning to be successful. Peer review can occur in a single class
period or as an extended assignment. To effectively plan, consider the length
and type of written assignment to use the number of students involved, mobility
constraints in the classroom, and the amount of time available. In advance,
determine how you will evaluate the peer review activity (Hill, 2005).
Peer
review refers to the many ways in which students can share their creative work
with peers for constructive feedback and then use this feedback to revise and
improve their work, (Hoston, 2010). Still in Horton states that for the writing
process, revision is as important as drafting, but students often feel they
cannot let go of their original words. By keeping an audience in mind and
participating in focused peer review interactions, students can offer
productive feedback, accept constructive criticism, and master revision.
Based
on the definition above, the writer concludes that Peer Review is a strategy
that used to correct the students’ writing result among by their peers and the
students can learn to reflect on their own work, self-edit, listen to their
peers, and assist others with constructive feedback.
a. The
Ways to Use Peer Review Strategy
According to the Horton article the
Peer review can be used for different class projects in a variety of ways
namely:
1) Teach
students to use these three steps to give peer feedback: Compliments,
Suggestions, and Corrections. Explain that starting with something positive
makes the other person feel encouraged. You can also use to walk through the
feedback process with your students.
2) Provide
students with sentence starter templates, such as, “My favorite part was
_________ because __________,” to guide students in offering different types of
feedback. After they start with something positive, have students point out
areas that could be improved in terms of content, style, voice, and clarity by
using another sentence starter (“A suggestion I can offer for improvement is
___________.”). The peer editor can mark spelling and grammar errors directly
on the piece of writing.
3) Teach
students what constructive feedback means (providing feedback about areas that
need improvement without criticizing the person). Feedback should be done in an
analytical, kind way. Model this for students and ask them to try it. Show
examples of vague feedback (“This should be more interesting.”) and clear
feedback (“A description of the main character would help me to imagine him/her
better.”), and have students point out which kind of feedback is most useful.
offers general advice on how to listen to and receive feedback, as well as how
to give it.
4) For
younger students, explain that you need helpers, so you will show them how to
be writing teachers for each other. Model peer review by reading a student’s
piece aloud, then have him/her leave the room while you discuss with the rest
of the class what questions you will ask to elicit more detail. Have the
student return, and ask those questions. Model active listening by repeating
what the student says in different words. For very young students, encourage
them to share personal stories with the class through drawings before gradually
writing their stories.
5) Create
a chart and display it in the classroom so students can see the important steps
of peer editing. For example, the steps might include: 1. Read the piece, 2.
Say what you like about it, 3. Ask what the main idea is, 4. Listen, 5. Say
“Add that, please” when you hear a good detail. For pre-writers, “Add that,
please” might mean adding a detail to a picture. Make the chart gradually
longer for subsequent sessions, and invite students to add dialogue to it based
on what worked for them.
6) Incorporate
ways in which students will review each other’s work when you plan projects.
Take note of which students work well together during peer review sessions for
future pairings. Consider having two peer review sessions for the same project
to encourage more thought and several rounds of revision.
7) Have
students review and comment on each other’s work using a piece of paper.
8) Have
students write a class book, then take turns bringing it home to read.
Encourage them to discuss the writing process with their parents or guardians
and explain how they offered constructive feedback to help their peers.
b. What
should the peers do?
All writers, even professional
writers, need others to read and comment on their writing. As writers, we are
often too close to our work to spot problems a helpful reader can point out. In
order to benefit from the insight of such a reader, follow these strategies
(Hoston, 2010):
1. Come
to the workshop with your best possible draft.
2. Alert
your reader to any concerns you have before they begin to read.
3. Ask
questions and take notes as you are discussing your writing.
4. Try
not to get defensive. Be grateful for your readers time and attention.
5. At
the same time, don’t feel obligated to take all of your readers advice.
Remember that readers’ opinions may differ and that you are ultimately
responsible for your paper.
Remember that your role as a writer
is only part of your workshop contribution. The above strategies are most
effective when your paper is reviewed by a helpful reader. You have an
opportunity to be that kind of reader for others by observing the following guidelines
as you review their writing:
1. Ask
the writer what you can be looking for as you read their essay.
2. Read
the writers essay carefully.
3. Respond
as a reader, pointing out where things don’t make sense, read smoothly, etc.
4. Be
positive. Point out strengths as well as weaknesses, and be sensitive in how
you phrase your criticism (Could you clarify this section? rather than Your
organization is a message)
5. Be
honest. Don’t say something works when it doesn’t. You are not helping the
writer if you avoid mentioning a problem.
6. Be
specific. Rather than simply saying a paragraph is confusing for example, try
to point to a specific phrase that confuses you and, if possible, explain why
that phrase is problematic.
7. Focus
on one or two major areas for revision.
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