Rocio Rendon
ENG 1320/1301.161
Instructor: Trang Phan
September 8, 2010
Citation: Author(s): Gloria A. Neubert and Sally J. McNeils. “Peer Response: Teaching Specific Revision Suggestions”. The English Journal, Vol. 79, No. 5 (Sep., 1990), pp. 52-56
PEER RESPONSE: TEACHING SPECIFIC REVISION SUGGESTIONS
Getting postive and helpful feedback form a group of students gave teachers a really hard
time. We as students tend to give a typical way of comment to any paper that it is given by the
instructor, sometimes it's because getting the idea of what a comment can do for the writer but
most of the comments given tend be only " spelling needs to be checked" . Now the PQP:
Praise Question-Polish, "witch is a techinque that requires group members to take turn reading
their draft aloud as the other students follow along with copies". This technique has become
such an admiring way of making students get to know that they can do so much better than just
writing what is called a vague way of commenting. This kind of comments are full of general
words and no specific direction for revision or for the transfer through praise, when one big
project started in a school they used the PQP technique with a big group of students many of
them where already in the level of specific writing witch provides the writer specific direction for
revision. This project with students came to be at the end a very successful way of making the
group of students learn how to comment on each others work.
Q:
How does PQP may have an impact on the way students deal with each others verbal
interaction?
R:
The PQP Technique in my opinion does not only affect the way the students write but also
whenever they are interacting they can both listen closely to each others way of answering and
give advice to how to better give a more elegant speech.
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