INSTRUCTION: Read carefully the next text; then mark
the alternatives that answer the questions or complete
the sentences in the question.
Four ways to give ELL students feedback on
their writing
Larry Ferlazzo
There does not seem to be clarity among researchers
about the best ways to assist ELLs in revising their
writing, but they all seem to agree that one of the
best things teachers can do is to give ELLs more time
- more time to write, more time to think, more time to
revise. This need is one of the major reasons why many
researchers recommend including an opportunity for
peer review and feedback - this process provides more
time, as well as providing social support.
One element that we have students use in this process:
1. After students have completed their draft on the
computer using Microsoft Word or Google Docs (taking
advantage of the spelling and grammar tools available on
each), they print out two copies of their essay - one is for
their peer reviewer. Each student also gets one copy of
the peer review sheet.
The first student who is getting their essay reviewed
reads the essay aloud and the reviewer follows along
on his/her copy. During this time, both the writer and the
reviewer make notes about mistakes and improvements,
primarily targeting grammar and sentence construction
issues. After the writer is done reading, both he/she and
the reviewer discuss the points they both noted. Then,
the reviewer goes through the Peer Review sheet one
section at a time taking a minute or so to silently read
that section of the essay and noting suggestions on
the sheet. After he/she is done with each section, the
reviewer shares comments with the writer, who makes
notes on his/her copy of the essay. This process is
repeated until the entire sheet is completed, and then the
roles are reversed.
Note that teachers will probably want to modify the Peer
Review Sheet to reflect the essay their students are
writing.
2. The teachers will then quickly review this “marked-up”
version of the essay with the student and, depending on
their English proficiency and overall confidence level, may
give specific feedback on one or two grammar issues by
pointing at the mistake and having students identify the
correction. More importantly, they’ll note to themselves
what specific skills they need to cover in future lessons.
3. Students will return to the electronic version of the
essay they saved and make the revisions identified in the
peer review process and in the follow-up conversation
teachers had with them.
Pointing
This is a simple way to provide feedback.
A number of studies suggest that correction -- either
through prompts that point out the error to a student and
require an immediate attempt at a “repair” or through
“recasts” when teachers rephrase correctly what the
student said -- can be a useful tool to assist language
acquisition. When teachers see a written mistake,
they commonly point to it - whether it be a word or a
punctuation issue. Students are typically then able to
correct it then and there.
Available at: <https://www.teachingenglish.org.uk/blogs/larryferlazzo/larry-ferlazzo-four-ways-give-ell-students-feedbacktheir-writing>. Acessed on: July 15th, 2018 (Adapted).
The process the article is recommending helps students to