Guided Peer Critique in ESL Writing at the College Level.

Autor/in	Hvitfeldt, Christina
Titel	Guided Peer Critique in ESL Writing at the College Level.
Quelle	(1986), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classroom Techniques; College Second Language Programs; College Students; English for Academic Purposes; English (Second Language); Essays; Foreign Countries; Higher Education; Instructional Effectiveness; International Programs; Peer Evaluation; Peer Teaching; Second Language Learning; Writing (Composition); Writing Instruction; Malaysia + Suchen Sie Ihr Suchwort? Klassenführung; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Essay; Aufsatzunterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Peer group teaching; Peer Group Teaching; Zweitsprachenerwerb; Schreibübung; Schreibunterricht
Abstract	One teacher's experience with peer critique in a college-level composition course in English as a second language (ESL) suggests that it can be an effective classroom technique. If students are given very specific guidelines to follow, they often do a very credible job of analyzing the strengths and weaknesses of their peers' writing. Indiana University's campus in Malaysia uses the technique in an advanced ESL writing course. Early experiences in using peer critique revealed that while ESL students are not the best judges of grammaticality, word choice, and mechanics, they can develop critical abilities concerning the content and organization of an essay, and the use of peer critique is now limited to those areas. In writing essays, the students make outlines, write the first draft in class, randomly exchange the drafts, and answer specific questions about others' essays on critique forms. The teacher then marks the essays and compares her comments with those in the peer critiques, indicating general agreement or disagreement. Rewriting is done in class, and student writers are encouraged to discuss the essays with the teacher and/or critic. Classroom discussion of logical relations, organization, and support in writing is provided. Students have found doing the critiques more helpful than receiving them. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC