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This blog was originally posted on April 8th, 2015
Though we have diverse approaches to teaching writing, my experience suggests that one of the commonalities we all share is some sort of peer feedback. Whether we call it peer revision or peer editing or something else, there seems to be wide agreement that seeking feedback is an important part of making writing better. The creative writers in my department would perhaps call this part of the “craft” of writing. We are more likely to call it part of the writing process. Regardless, in this series of posts I want to riff a bit on that notion of “craft” by sharing some peer revision strategies I use that are “crafty.” These exercises are all class-tested and Barclay-approved. I have some theories on why they tend to work so well, which I will share in a later post. For now, though…highlighters!
In my office I keep a bag of inexpensive highlighters in every color I can find—at least thirty or so. It was a modest investment at the office supply store but it’s paid wonderful dividends. At least once a semester I bring that bag in for students to use during peer revision. Here are some of the things I do:
I’m sure you can imagine more uses for this general technique. The key is that highlighting highlights particular parts of the paper, allowing students to visualize parts of it instead of just seeing lines of black that blur together.
And, well, it’s fun too.
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