Is it worth taking time to let students evaluate others’ writing?
Recently I asked second graders to write stories based on the picture book, Flora and the Penguin by Molly Idle. Since the book is wordless, the students were forced to write their own versions of the story relying not on the author’s words but rather on the illustrations for guidance.
Later, I selected portions of two students’ stories for comparison. I typed and printed them side by side, so students could compare how the two students wrote the same parts of the story.
Here are some of the comments students (second through eighth grade) made:
- I like Student One’s opening because it tells when the story happens.
- I like Student Two’s opening because it names the girl.
- I like the word “poked” by Student One because it shows exactly how the penguin acted.
- I like all the ways Student Two shows what Flora and the penguin did. They skated, danced, jumped, twirled and slid. You can see it happening.
- I like the dialog that Student Two uses when Flora asks, “What are you doing?”
- I like Student One’s word, “outraged.” That is a strong word.
- I like Student Two’s word, word “disgusted” because it shows how Flora felt.
- I like Student One’s writing where it says that Flora feels sorry because it shows that Flora cares.
- I like when Student Two says “just like a fishing net.” I can see it.
- I like when Student Two says “they tugged and tugged,” but maybe there are too many “tugs.”
- I like Student One’s ending because it says Flora and the Penguin are happy.
After their blow-by-blow analyses, I asked my students what they learned from evaluating other students’ writing. They said:
- Use details, lots of details.
- Use dialog or thoughts.
- Use names.
- Show emotions of the characters.
- Verbs are really important to show action.
- Use good vocabulary words.
One second grader, who rushes through her writing, compared her plain version with the two shown here and said, “I’m starting over.”
A seventh grader who read the two versions, said, “Second graders? Really? I didn’t think I could learn good ideas about how to write from second graders.”
Is peer evaluation of writing a good idea? You decide.
Good writers make a good first impression. They rewrite their introductions and first pages many times because they know if those words don’t grab a reader, the reader will put down that piece of writing and move on. But you don’t have to be a professional writer to hook a reader in the first sentence or two. Read this sentence by a fifth grader:
Good writers make their endings strong, too. Good writers know how to make a reader smile or nod with satisfaction at the end of a piece of writing.
Good writers organize their articles and stories so that readers can follow along without getting lost or confused. Good writers use topic sentences that tell the reader what to expect. They use transition words like “first,” “next,” and “finally.” Or they use chronological order, including time words such as “in the morning,” and “later that same day.” Notice how this first grader began a fairy tale using transitions.
Good writers don’t just tell something, they show it. In informational essays, good writers give examples to show what they mean. In narratives, good writers show a character acting, such as his hand wiping away a tear, or his foot tapping, so that the reader can judge for herself if a character is sad or excited. Here is how a kindergartener showed a character.
Good writers use sentences that are varied and interesting. They vary the verbs in sentences, begin sentences with different words and different parts of speech and write some long sentences and some short sentences. Notice how this sixth grader starts an essay with a 20-word sentence followed by a six-word sentence. He starts with a prepositional phrase but the next sentence begins with an adverb.
Good writers write for the ear, not the eye. Good writers read their writing aloud and listen for ideas that are not clear. If characters are speaking, good writers make characters dialog sound different from one another. Since most people don’t talk in complete sentences, good writers have their characters speak naturally, even if that breaks rules of grammar. Notice how a second grader uses dialog to explain what a book is about.
Good writers elaborate; they try to share a lot of information and detail. Good writers provide lots of detail—numbers, dates, seasons, days of the week, proper nouns, dialog, sensory information, and examples. Good writers put themselves in the shoes of the reader and provide the information that a reader needs even if the writer already understands it. See how that same second grader uses detail.
Good writers get their facts right, even when they are writing fiction. In passages about science or social studies, good writers use the proper vocabulary. They check their facts online or by talking to experts. They go over their writing to be sure names are consistent and numbers are accurate. Read how a first grader uses scientific facts which she researched.
Good writers should know when to quit. Good writing is concise writing. The writer needs to trust that the reader will understand the first time if the writing is clear enough, so repetition isn’t necessary. And that’s why I am going to stop now. –Mrs. K
English Writing Teacher 