Chapter 4
Feedback and Revision
Students need
feedback on their writing. Traditionally, feedback came exclusively from the
instructor and was a series of codes to identify grammatical errors. Students
would learn the codes and make the necessary changes.
In ESL/EFL, this type of feedback can be almost
unmanageable at the lower levels because there are so many errors. Some
instructors mark papers in green instead of red so the corrections won't be as
intimidating. Nevertheless, if the marks are more abundant than the student
writing, it doesn't matter what color the corrections are.
Giving feedback
In the process approach, instructors provide more feedback on the organization
of ideas and the ideas themselves, especially in the early stages. Certainly
this is an improvement because students first focus on ideas and meaning.
However, sometimes the global errors (those that impede understanding because they have a major role in a
sentence) are so extensive that the paper is incomprehensible.
I suggest that instructors limit their feedback to
global errors, along with grammar points that students have just learned or
should know. Of course, there should be a balance between error correction and
discussing and helping students to organize ideas effectively.
Delivering feedback to a student on writing issues
can be very time consuming for the instructor. Scheduling regular
teacher-student conferences is always the most productive way to help students.
They can then ask questions and the instructor can better tell when students
understand. In his article How to be an Effective ESL Writing Teacher,
Martin stresses that the instructor should avoid dominating the conversation
but allow students to talk and express themselves.
Peer editing
In both the
product and process approaches, students can also review and edit each other's
work. This allows students to take the role of the instructor. It also provides
a different audience for the student writer. At first, peer editing like this is
difficult because students are not willing or don't feel qualified to find
problems with their classmates' work.
A good remedy for this is to supply students with
an editing checklist. Peer editors can then follow the checklist so that they are
not overwhelmed with the task. These checklists can refer to mechanical
problems or relate to the message of the writing text itself. These same lists
can be used for self-correction as well.
In reality, the writing process is cyclical and
students can return to revise and edit over and over. There is no rule that
states that there can only be one draft and one final product. Campbell (1998)
makes a distinction between "revising" and "editing." She
describes "editing" as proofreading or correcting errors in spelling,
punctuation, grammar and other similar areas. She describes
"revising" as adding and deleting paragraphs, changing organizations
and adapting text. Both of these are important and should be balanced in
instruction.
Source:
http://eltmedia.thomsonlearning.com
CHAPTER 4
ResponderEliminarFEEDBACK AND REVISION
Students we are always concerned about the results of the exercises but the concern is heightened when we perform a written in English by which the evaluation considers the grammar and is where you have more problems.
GIVING FEEDBACK
The role of the teacher is to help the student with tools to do a written step by step, but perhaps for some it is not sufficient because each one of them has different levels of understanding of the English language. But they will help them develop the ability to speak, to express themselves and organize their ideas correctly.
PEER EDITING
According to the information obtained by the teacher, students can also review and edit the work of another but perhaps for some students it is difficult because the students are not willing or do not feel qualified to detect problems with the work of their peers.
Campbell (1998) "EDITING" as proofreading or correcting errors in spelling, punctuation, grammar and other similar areas. She describes "REVISING" as adding and deleting paragraphs, changing organizations and adapting text. Both of these are important and should be balanced in instruction.
NANCY KORINA FLORES RAMIREZ
CHAPTER 4
ResponderEliminarIn my opinion I think that the feedback on the students´writing is important for students in order to identify grammatical errors on them.
Furthermore we as teachers besides giving information about the organization of ideas, we have to help to students with global errors.
On the other hand delivering feedback to a student on writing is difficult and complicate for the teacher because the time is not enough, but we need the most productive ways to do this important task.
Finally peer editing checklist is a good way to help us when students have to review and edit each other´s work, because most of the time students don´t like the idea of to do it or don´t feel qualified to find problems with their classmates´ work as the text mentions. Also checklist can be used for self-correction.
But something is true, the writing process is cyclical and students can return to revise and edit over and over....
I think that the topic is intesting but i don´t know why we use evaluation loke score, this text is too important for we. this text emphasizes the importance of Feedback, I agree with this text because is so complicate assessment students progress. mistakes always are mistakes, and is very complicate make the check without students offend.
ResponderEliminarI thisk the Peer editing is god but i don´t like the studens tested in theyself. I prefer do review myself. this is impossible but I prefer.
I like the reading, because while I was reading, I related it with the feedback that I have recieved during the class. I agree with the author´s ideas because in an iniciate level it´s so dificult mark the mistakes because the students start to develop writing skills and I think is much better to start the feedback with the process aproach and first give the students the feedback about how to write in a easy way to do an understandable text and then teacher should continue with the product aproach for the students be able to editing theirs own texts.
ResponderEliminarIn my opinion the author´s suggestion about supply students with an editing checklist to check the clasmates´s work it´s a good idea.
CHAPTER 4
ResponderEliminarEMMANUEL GUADARRAMA NAVA
Feedback is a tool which helps students to correct possible errors in a writing task. The process is leaded by teacher and it has as main purpose rather than correct mistakes, to discuss about possible ideas to enhance determinated tasK.
In that score, as Brown (1994) says: " initial learners need to recieve a an affective encouragement in order to make themselves capable to face or develepop tasks by their own", so "improvement" must be considered as achievement in each process of revision, trying to be concious about erros and how these can be overcame.
Nevertheless, as educators we have a dynamic at school which do es not help us to accomplish a registration or revision about how these sorts of tasks are developed. This is why is necessary to to arrange specific time to attend the wide students` diversity and solve their demands focused on mastering writing skills.
On the other hand, from a student approach, the cooperative way is an altternative to face this reality. althougether, we must recognize students, most of the time do not have a deepling criteria to assess their own performance, bu as leaders of teaching process, we must provide them an standard assessment model to getting wrong feedback which could affect either performance registration or students`stance.
in addition, as we analized bellow, both hosts in teaching process, students and teacher, must ber concerned with writing process in two variables: revising and editing. As we know, revising is focused on checking features of punctuation, spelling and so on, meanwhile editing on producing new ways to incorporate ideas and make writen task improved.
In conclusion, these process must be balanced in teaching and dealing by teacher and students in an effective rapport.
Hi Miss
ResponderEliminarWell as many otHers this is a very insteresting reading specially because in class we are doing several activites to improve our writing skill so for that, I was able to relate the reading with my own writing process development becuause it has been a little bit tough.
I agre with reading about the importance of feedback, it is important for us and of course it's even more important for our students at secondary school
ARI NEIDHART
Adriana Chavez Alfaro
ResponderEliminarchapter 4
In this chapter I could see that this reding is exactly the process that we have done throughout this semester with you, in the aspect of writing. The ability of writing is a difficult task to perform, and especially when we are talking about a el2, however I think that this will gradually forming the activities suggested in this reading.Is true that errors marked with red cause for beginners traumatic aspect of writing, but it is a process which we must continue to have general ideas and correct grammatical issues of writing.
CHAPTER 4
ResponderEliminarWe know as a teacher that grammar is a big problem for our students and ourselves, to. So first we have to do a warm up before start a class, to introduce some vocabulary related to a topic. It is very important because when they have to do a writing they have an idea about what they are talking about and they do not have a “white mind”.
Is important to students do their first writing, more specific students will do a kind of draft which they identify their mistakes for themselves or their classmates and then with the teacher help.
When they check the writing they have to be honest. I know they cannot be honest in the majority of the case so as a teacher we have to find a strategic in which we check if they value correctly.
Other alternative when students check their draft, they can use different colors to contradistinguish the mistakes they have.
Do not forget to tell to our students that how a fist point is try to think in English when they have to write something, teacher can bring some ideas or a brainstorming about students want to write.
The instructor or teacher who is doing the activity has to tell them the limit of the words they have to need in their writing.
With these characteristics students can do a better writing and obviously they have to practices more or if they want to have more vocabulary they can read an article, magazine, etc., according with the level they have.
BY: LILIAN YANEL PICHARDO MEJIA 3° II
I believe that reading is very interesting because it touches important points such as the feedback as it helps the student is on the organization of ideas step by step for the preparation of a letter, taking into account that we have to help students with global errors in this way could get the students the ability to express and organize their ideas properly.
ResponderEliminarAnother important point is the Peer editing reading because it tells us that the writing process is cyclic and students work on trial and error. Same as we worked in class to make a statement and make corrections.
On the other hand I am totally agree with what is mentioned in that students do reviews of their writings to each other, but it is also important to learn to do it, supported the teacher and thus also the feedback will be present while generate a more complete review of not only the teacher, but by the same student, detecting errors and making corrections as it may be true that doing a review between 2 or more people will be better than if only one person is reviewed .
Edna Eli Sánchez.
THIS TOPIC US TALKS ABOUT THE WRITING AND THE WAY IN WHICH THE STUDENTS MAKE A FEEDBACK OF THE RULES OF WRITING, ALSO OF THE WAYS IN WHICH SOME TEACHERS TRADITIONALLY ACCUSTOMED TO QUALIFY STUDENTS ERRORS AND SOME MARK THEM WITH COLOR RED AND THAT SOMETIMES DISCOURAGES STUDENTS AND ALTHOUGH SOME ALREADY MARKED WITH GREEN COLOR ERRORS STILL CONTINUE NOTICING ERRORS OF STUDENTS IN WRITING ON ANY TOPIC. ALSO WE MENTIONED THAT WITH THE FEW TOOLS THAT WE HAVE TO FACE THE ESL/EFL ARE VERY FEW AND ARE LITTLE UNDERSTOOD TO STUDENTS THIS TYPE OF ACTIVITIES, SINCE ERRORS CAN BE. INSTRUCTORS WANT TO IMPROVE FEEDBACK ON STUDENTS AND ORGANIZE IDEAS. THERE SHOULD BE A CERTAIN BALANCE TO CORRECT STUDENTS WITHOUT HURTING THEIR MOTIVATION FOR WANTING TO LEARN ENGLISH. THE INSTRUCTOR OR TEACHER MUST HANDLE VERY WELL THE CONTENTS OF WHICH AIMS TO TEACH AND MANAGE CONVERSATIONS TO PERFECTION IN ORDER TO SATISFY THE DOUBTS AND NEEDS OF STUDENTS ABOUT THE LANGUAGE.
ResponderEliminarchapter 4
ResponderEliminarMARIBEL DE LA O
I agree with the feedback and revision because the work we do and are reviewed by our teacher must have corrections serve to support us to avoid making the same mistakes later.
but I also think that this work we do must be Corrected according to the capabilities of each of us as we do not all have the same capacities and that ocaciona that some have more errors.
also agree with the author that says There should be a balance Between error correction and discussing and helping students to organize thoughts effectively, this for further learning and the student is not left in doubt.
I think this paper is interesting because it is true that students care about the results of a written or an exam, but relating it to the English is more complicated when students do writing due to grammatical errors.
ResponderEliminarOn the other hand it is important for you to realize teachers "feedback" to realize their mistakes both teachers and students.
Teachers give students must appropriate tools to improve their grammatical errors, following some steps, for example:
*write draft
*corrected with the help of the writing teacher
*rewrite the written
I really like this text and learning new things.
by: marytza ramirez millan
Feedback is a tool that we as teachers must use when teaching English this can be given in written or oral texts but, according to the reading, it is important to know how much or where is the limit of the feedback like make that marks would be more tan students text; this in order to avoid make the students feel intimidated.
ResponderEliminarHowever, feedback is really important to avoid or prevent future mistakes or global errors, and in the same way when teacher is giving feedback must allow to students to express themselves to know what the students have learnt.
There are many kinds of feedback and as the reading says there exist one that a teacher can use for gaining some time and is it the peer writing, because of while a students is giving feedback to his/her classmate, the teacher is able to help to other students that probably have bigger errors than the rest of the group. At this point I consider the peer writing as a good technique for pair, or team work even, due to the assortment of learning styles that exist in every classroom, and as it is supposed this might help to students to learn from their classmates.
Summarizing, feedback is a tool that as teachers as well as classmates can use for improving their writing as an instrument for communication.
Feedback and Revision
ResponderEliminarAs a tool feedback is good, but I always thought that feedback was used to be only to make an emphasis and increase or stablish the knowledge abouth something, something that has been teaching. With this Reading I could understand the main meaning for feedback is not only the words before, is going to beyond about mistakes students do most of the time.
Giving feedback
The most important thing is to give to students only the information they need, the information they should know/learn in order to prevent some mistakes that are not necessary in writing. But most of the time it is coordinate by teachers.
Peer editing
It could be an useful activity because students as the text said, they are the instructors but the only problema here, is that students are not willing in order to identify their classmates' mistakes.
l sincerely believe that feedback is a part that teachers must never stop unnoticed and more as it relates to a letter this activity. I think that is very important when you give your students a topic to develop and then writes and edits it rewrites qualify when good help from another student's opinion but all this checking items to be assessed in a list where who reviews should consider whether or not it in writing and if esposible that this action is also made by the author of the note as well the same you will realize that I am missing which were good and bad parts and where needs improvement. So for the future written and will have a good antecedent in the preparation of writings.
ResponderEliminarChapter 4
ResponderEliminarthis chapter is very important because is not only write and write, also we have to be sure than what I am writting is Ok, and the best way is to check the writting using different kinds of tools for assessment. checking students is more important because we as a teaches has to attend to all the vairety of students way to write.
ANA ELIZABETH MILLAN MEZA
Chaprte 4
ResponderEliminarThis reading is interesting because I think that feedback is important for the students and for the teacher in the secondary school.
feedback shows the teacher common mistakes in the students and to the students help to know their mistakes and try to correct them.
Jorge Alberto Mejia Suarez
CHAPTER 4
ResponderEliminarFEEDBACK AND REVISION
It os belived that students have previous knowledge about many things that as a Teachers want them yo solve in a sheet paper in order to know how much knowledge students have, nevertheless we don't realize that what we are doing is to limit their feedback.
What the Teacher should do is to give an idea that help to the students to set off their previous knowledge furthermore this is an activity that we can apply with the students and also it could be very enjoyable.
:-)
Trainee Teacher:
Adolfo Ramírez García
Students need information about their writing to identify grammatical errors. In ESL / EFL, this type of information can be unwieldy at lower levels because there are so many errors. Some instructors make green papers instead of red for corrections will not be so intimidating. But no matter what color corrections when they are too.
ResponderEliminarStudents first focus on ideas and meanings. However, sometimes global errors are so large that the item is incomprehensible. I suggest that there should be a balance between error correction and discussion and help students organize ideas effectively.
In fact, students can return to review and correct over and over again. There is no rule that there can only be a project and a final product.
I think that the feedback on the students writing is very important because they're identify grammatical errors on them .
ResponderEliminarIt is also important the peer editing because it tells us that the writing process is cycling and students work in their errors.
Marisol Garcia
Hi teacher
ResponderEliminarSorry miss, but a review that was a comment, I saw that it had been published mine although I had done. I return to upload and thanks
Feedback and Revision/ Giving feedback/ Peer editing
The review is a very important part to be performed according to the level that the student has. This review usually is made with colored markings not to be missed but now is considered the color red as anti-pedagogical. And to make an observation, make itself and feedback to students and their progress. This feedback must be global to keep the meaning of the text and give the student options. In both the product and process approaches, students can also review and edit each other's work. To review, it will be able to account also for common mistakes that they make and that correcting in another writing you to learn and enrich their learning.
Maria del Rocío Gutierrez Tenorio