Author Archives: commonsenseesl

• Give the Writer not the Editor Control during Peer Editing in Writing Class

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Peer editing thumbnail shot

(This posting includes a handout which you are welcome to use with your students.)*

Here is a link to a short video about this approach to peer-editing A Better Way to do Peer Editing of Writing

After a peer-editing session, a student said, “My peer editor was kind of rude.  He was too critical and told me to change my grammar in places that were not wrong.  He also told me to change my thesis statement.  But I think I already had a good one.”

Another students said, “My peer editor read my essay and filled out the checklist.  She said she found nothing that needed to be improved.  I was surprised because I think some parts were weak.”

There is a peer-editing process which can alleviate the problem of the over-critical editor and under-involved one.  In this process, the peer-editor is NOT expected to find places to improve; instead the writer solicits specific advice.  In other words, the writer has control.

The peer editing activity below involves critical thinking on the part of the writer.  Unlike the common peer-editing format of the instructor providing questions /checklists for the peer to complete while reading their partner’s essay, in the approach described below, the writers themselves decide what advice/help they would like from their peers.

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• Discussion Technique to Get Quiet Students Involved (Part 1)

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Quiet students Part 2 Cover shot

(This posting includes a handout which you are welcome to use with your students.)*

There are techniques which guarantee that all students will be engaged in a discussion.  In other words, the discussion will look like a game of table tennsi, in which students react and respond to what their group members have said.  It doesn’t look like bowling, in which one member tell his/her opinion, followed by a second member, then by a third etc., without necessarily even listening to the other members.

Some of the techniques that compel students to listen to each other and actively interact are:

  • asking follow-up questions
  • seeking and giving clarification
  • using comprehension checks
  • soliciting more details from others
  • interrupting others during a discussion
  • helping the leader of a discussion

A great technique to practice early in a discussion course is “seeking and giving clarifications.”  This involves using expressions such “Did you say …?”  “I didn’t understand …”  “Can you explain … more?”

After students have used the two attached handout-activities, they usually find the technique to be a “tool” that they can use not only in group discussions but also when interacting with teachers and others outside the classroom.

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• Pleasures of “Marking” a Stack of Essays (Flow)

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Experience flow Cover shot

Early in my career, I had a whisper conversation with two of my novice colleagues.  We had often heard several of our other colleague lament the fact that they had just picked up a set of essays and would have to spend several hours marking them.  To them, it seemed like drudgery, and they assumed all of us felt the same.  In private, the two novice colleagues and I were a bit surprised and relieved to find that we actually enjoyed the process of marking our students essays and giving them feedback.  We weren’t weird for feeling this way.   Over 35 years later, I still find this a rewarding experience.  One of the reasons is that it allows me an opportunity to experience flow.

A well-known research psychologist, Mihalyi Csikszentmihalyi (he has humorously explained that his name is pronounced “chicks send me high”) has described this state as having several characteristics.  Amazingly, in our job as ESL instructors, we often get to experience this.

Look at what happens when we are checking a set of essays and how that activity can lead to the euphoric experience of flow:

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• Discouraging Smartphones from Disrupting Students’ Focus in Class

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smartphone

(This posting includes a handout which you are welcome to use with your students.)*

Research has found that students who multi-tasked with emails, text messages, and social media during class had lower scores on tests than students who did not multi-task.

I wanted to share that research with my Writing students, but, instead of just giving a lecture, I incorporated it in a fluency writing activity.  (I’ve described the step in a fluency writing activity in a previous posting Fluency writing: reading, speaking in triads, and listening culminating in a writing task. )  It involves reading, speaking, listening and writing.  In brief, students in groups of three, each having a different part of an article, read their part to their partners, and then, individually paraphrase the entire article.

I’m attaching the complete fluency activity about smartphones below in case you’d like to try it with your students.

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