(This posting includes a handout which you are welcome to use with your students.)*
Because this technique gives students a chance to discover their grammar errors, we have found students have greatly improved their self-editing skills. And self-editing skills will be of great value to them as move beyond ESL courses.
Here is a description of the technique along with a handout exercise that will introduce students to it.
(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.
(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:
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.
(This posting includes a handout which you are welcome to use with your students.)*
This posting is discussed on my YouTube video: Perfect Mixture Structure and Autonomy
“Ms. Brown, do we really have to do anything we want to do again today?”** Ms. Brown is probably an extreme case of instructors who try to give their students autonomy because they believe students know best what they are interested in.
The chances are that you are from a different culture, different generation and/or different socio-economic group from your students. You probably have a different marital status, different interests and/or different goals. So how can you tap into what will be most stimulating for your students to talk about when they are practicing conversational techniques? In other words, how can you customize the exercise for your current group of students?
A key phrase in the question is “conversational techniques.” Students should be learning techniques that they can apply in conversational situations. Some technique examples are: beginning a conversation, giving understanding responses, clarifying something, politely interrupting someone, rephrasing something, soliciting details, giving opinions, summarizing what was said, ending a conversation.
Let’s say Ms. Brown wants her students to practice giving opinions. To customize the activity, she tells the students to think of topics that are interesting to them, get into groups and tell their opinions. But, without any kind of structure, the students will probably just take turns monologuing, not actually engaging in a conversation.
The “perfect mix” of structure and customizing involves three parts:
