Author Topic: Problem-Based Writing Awareness and Providing effective feedback  (Read 989 times)

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Offline frankgiraldo

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In order to counter-attack the pitfalls of peer feedback as highlighted by Ferris and Hedgcock (2014) on page 227, I use problem-based writing awareness in lessons. These three points are worth considering
[/color]Students sometimes focus too heavily on "surface concerns" (p. 9) or editing, neglecting larger revising issues.[/size][/color]Students can provide vague, unhelpful comments.[/size][/color]Students may be hostile, sarcastic, overly critical, or unkind in their criticisms of their classmates' writing.[/size]
[/color]What problem-based writing awareness means.[/size]
[/color]Students work on a text that has a (variety of) problem(s) and they need to figure out what the problem is and suggest ideas to solve it. [/size]
[/color]For example, you can give students a sample email requesting information from a hotel. The problematizing question is: [/size]
[/color]Procedures:[/size][/color]In pairs, go over this email and find out the reasons why the hotel clerk answered as follows:[/size][/color][/size]
[/color]Dear Mike, could you please tell us exactly what type of room you want and for how long you will stay? [/size]
[/color][/size][/color]After you have found the problematic areas, make a list of two things:[/size][/color]What the person did well in the email. It can be something simple. [/size][/color]A list of the problems you see with proposed solutions. [/size]
[/color]You can have your students focus on as many problems as you see fit. For example, they can be grammar-based, misused words, confusing spelling (quite for quiet), etc. The idea is to show them that a poorly written text in real life may lead to inconveniences.[/size]
[/color]Once you have had students do this task, you can elicit answers to the questions above and provide feedback to train them to give good feedback. For example, if they are being harsh, you can ask if they wrote two good things about the text. Or you can say or ask other classmates whether the suggestions they give to improve the text are clear. [/size]
[/color]What I have found particularly useful with this activity is that, because the writer is not a classmate, they are open to giving feedback, open to the feedback I give on the feedback (meta-feedback if you will!) and they are more prepared to give actual feedback to a real interlocutor. [/size]
[/color]Reference[/size][/color]Ferris, D. R., & Hedgcock, J. S. (2014). [/size][/color]Teaching L2 Composition: Purpose, Process, and Practice[/size][/color] (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.[/size]