Some Possible Advantages of Peer Editing

As part of the "process approach":

In the process approach, "students first explore a topic, write drafts, receive feedback from classmates and the teacher" which helps them "to make their meaning clearer" (Brock, 1994, p. 52).

"Group writing assignments, peer editing, and the multiple revisions allowed in process writing serve to demystify the task of writing in a foreign language. In addition, students are provided with valuable opportunities to learn from each other" (White & Caminero, 1995, p. 323).

Students get reactions, questions, and responses from "authentic" readers.

Feedback comes from "multiple and mutually reinforcing perspectives."

Students develop critical thinking skills they can apply to their own work.

Students gain confidence by realizing that other students have some of the same difficulties in writing that they have.

Teachers can save time because of a decreased reading load.

"...it was useful to read others' work. In fact, it wasn't pleasant to see other students read my essay, but through these opportunities, I could compare my essay with others."

"The most useful thing in this class was to read other's essays. The weakest points in my writing which I couldn't find when I read my essay were found by reading other's essay."

"...I realize [having other students read my work] was the best way to know one's faults and mistakes, such as wrong expressions, lacks of conclusions and examples. So, the advices of friends and [my professor] helped me to modify my essays properly."

"After I showed my ideas and opinions to [my classmates], I was also encouraged to write by their favorable comments on my essays."

"...estimating one's own essay based on several categories in class helped me to have a critical mind on my composition."

Students may feel uncomfortable both receiving and giving criticism (Amores, 1997).

Students may feel that other students are not qualified to criticize their work and therefore discount or ignore the comments of their peers (Amores, 1997).

"ESL learners unequivocally prefer teacher feedback over peer feedback" (Zhang, 1995).

Peer Evaluation (30 minutes):

Give one form to each student; student keeps the form during the entire session.

Students exchange essays.

After reading another student's essay, students fill in information for writer #1.

Students exchange essays again, and then repeat the process as many times as possible.

Students get their own essays back and fill in the self-evaluation section.

Students staple their completed forms to their first drafts and hand them in.

Students have an opportunity to read several other essays; gives them a chance to see how others are approaching the assignment.

Tasks make them think critically and make comparisons, but allow them to respond anonymously.

Encourages students to focus mainly on the positive aspects of other students' writing; doesn't require them to look for specific weak points.

After reading a number of other essays, students have a clearer basis for self evaluation.

(Optional): Teacher can make comments directly on the students' self evaluations.

Peer Evaluation (30 minutes):

Give one form to each student; student staples it to his/her essay.

Students exchange essays.

After reading another student's essay, students fill in information for reader #1.

Students exchange essays again, and then repeat the process as many times as possible.

Students get their own essays back and fill in the self-evaluation section.

Students hand in the forms along with their first drafts.

Students get to read several other essays.

Helps to develop a sense of "audience"; students know that several other people will be reading their essays critically.

Points of evaluation guide students through the important points they should consider for the specific assignment (can be revised for each assignment, of course).

Each student gets some useful feedback from several classmates; can also begin to see patterns of responses.

Each student must give specific opinions about several other students' essays, but the comments are still anonymous.

Once again, students have a broader perspective from which to evaluate their own first drafts, but this time, it can be based on advice from other readers as well as comparisons with other students' essays.

(Optional): Teacher can make comments directly on students' self evaluations.

Students exchange essays with one or more other students (this can be done in or out of class).

After editing, students return the forms directly to the writers.

The writers use the comments to revise and rewrite their essays outside of class.

The writers hand in the editing forms along with their first and second drafts.

Students get to read one or more of their classmates' essays.

Editors are required to think critically and respond to more open-ended questions.

Students' responses are not anonymous this time, so both readers and writers may take them more seriously, and writers have a chance to respond and interact with the editors.

(Optional): Teacher can make comments directly on the peer editing forms.

Think of peer and self editing as a process that takes time to develop; it's not something that can be taught in one easy lesson.

Try a variety of peer and self review forms and techniques, but be sure to adapt them to the needs of your particular students for each particular assignment.

Explain to students why you are asking them to do a certain task and what you expect them to gain from it.

Give students lots of chances to read and respond to other students' writing.

Don't try to rely too heavily on peer and self editing; students want and need teacher's comments.

Model the editing and revision process in your own comments on students' papers and in teacher-student conferences.

Consider scheduling teacher-student conferences with pairs or small groups of students so other students can listen in on your comments.

Use students' writing (at every stage of the process) in class very often.

Have students hand in all preliminary drafts, prewriting, and peer and self editing forms along with their final drafts so they can "see" how peer and self editing fit into the overall writing process.

Amores, M. J. (1997). New perspectives on peer-editing. Foreign Language Annals, 30(4), 513-522.

Brock, M. (1994). Reflections on change: Implementing the process approach in Hong Kong. RELC Journal, 25(2), 51-70.

Mittan, R. (1989). The peer review prcess: Harnessing students' communicative power. In D. M. Johnson, & D. H. Roen (Eds.), Richness in writing: Empowering ESL students (pp. 207-219). New York: Longman.

Proett, J., & Gill, K. (1986). The writing process in action: A handbook for teachers. Urbana, IL: National Council of Teachers of English.

Tyson, R. E. (1997). Motivation, self-confidence, and the process approach in Korean university writing classes. Paper presented at the 1997 National Korea TESOL Conference in Kyongju, October 3-5, 1997.

Tyson, R. E. (1998). Increasing Motivation and Confidence in Asian University-level EFL Writers. Paper presented at the 18th Annual Thailand TESOL International Conference in Hat Yai, Songkhla, January 22-24, 1998.

White, A. S.. & Caminero, R. (1995). Using process writing as a learning tool in the foreign language class. The Canadian Modern Language Review, 51(2), 323-329.

Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4(3), 209-222.