Preparing English learners for effective peer review in the writers' workshop

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Abstract

English Language Learners (ELLs) often face challenges when
participating in peer review activities in writers' workshops. This
article identifies some of the potential difficulties that ELL writers
may experience, and provides teachers with strategies to address these
problems. The author describes a simple three-step peer review training
model that she has successfully used with her students during writers'
workshops. The training model involves establishing a shared set of
evaluation criteria and expectations before peer review, supporting ELLs
in their formulation and articulation of feedback during peer review,
and helping ELLs reflect on the peer feedback they received after peer
review. By implementing this three-step peer review training model,
teachers can strengthen the positive effects of using peer review during
the writers' workshop, while supporting ELL writers who are still
developing their proficiency in English.

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Authors

  • Soo Hyon Kim

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