Peer Listener's/Reader's Role
be positive; be gentle; be specific; don't "overload" the author
say something positive first
ask questions about anything that is not clear
ask questions if details are not enough
use "I statements":I would like to know more about what happened when....
I am not sure what this means ....
I would like to know more details about....
I think I'd enjoy this more if you'd SHOW your anger not just tell me about it...
avoid using "you should" statements:NO: You should add more details...
YES: It would be interesting to know more details about....
NO: You should show, not tell.
YES: Can you show in descriptive words or action words that you were so angry?
ask specific questions to get specific responses;
say "Thank you" to end the feedback session and show that you have enough feedback to go ahead with your revision
guide your listener/reader by asking him/her to focus on something specific:Do you like my lead?
What part of my story did you like best? Why?
Did I put in enough details?
Does my dialogue sound real?
ask questions for specific responses:Why do you like that part of my story?
Why don't you like the part about.... ?
NOTE: The peer responses are only suggestions. The author has the choice to accept and use them, or not.
Teacher Prompts for In-Process Writing
Suggested questions the teacher should ask during conferences or in writing journals:
How's your piece coming?
What are your concerns about this piece right now?
What do you like best about this piece right now?
What class activities are helping you with this piece?
What will you do next with this piece? Why? How?
Developed by Lillian M. Tompkins