Writing is a big part of the learning experience of students. Regardless of the subject area, there is a need to write in some form to articulate ideas about the subject matter and to express comprehension of concepts taught. Though I use best teaching practices to ensure that students become knowledgeable about content specific topics, I understand the significance of written expression to communicate thoughts and perspectives about what has been learned.  Peer review is the method that I have opted to use to assist English Language Learners (ELLs) who demonstrate ineptitude in the area of writing.  It is a method that I believe has the potential to be a sustainable practice and yield measureable results when implemented with fidelity.

As I began researching the effectiveness of peer review in my classroom, I realized how this method came with built-in student accountability. Each time that they provided feedback to their peers, they understood that a new level of understanding was required in order for them to effectively communicate improvements that were needed. This was as a result of steps that I took to position them to make steady progress in their writing as well as in their peer editing. These were simple, yet meaningful steps that helped them to recognize the importance of putting forth effort each time they completed an expository text. They are as follows:

• Consistency: For research purposes, I currently implement peer review into class instruction bi-weekly to determine how much of an impact that this method has on the writing of ELLs. In a short period of time, they have come to expect this as a part of their learning and are clear about criteria that must be included each time they complete an expository text. Consistent use of peer review has left an indelible impression that reminds them of their responsibilities as writers.
• Rubric: In order to meet a standard, students must first be aware of what the standard is. A rubric is a simple way to assess student writing as well as communicate writing expectations. It can set them up for success as well as encourage them to strive to meet personal writing goals they may have. I provide students with a rubric prior to them writing an expository text so that they know the criteria that their writing should include. Then, I explain each component of the rubric so that they are clear on the writing expectations prior to them completing a writing assignment. Even if students only focus on one component of the rubric initially, they are allowing themselves to be held accountable by adjusting the amount of effort they put into their work.
• Teacher Feedback: Teacher feedback is essential in the writing process. It gives students an opportunity to consider how to improve their writing from an adult perspective. By default, students expect that the teacher’s knowledge about the topic they have written about is much more expansive. Therefore, the feedback will be more specific and perhaps more impactful for some. I have student-teacher conferences after the final writing products are submitted. It is during this time that I review the rubric, explain the number of points obtained, and offer insight as it pertains to next steps. This shows students that I am actually monitoring their progress and not just giving them writing assignments with no real expectation for growth.

I am optimistic about the possibilities of peer review and its benefits for ELLs who are learning the fundamentals of writing. Holding students to a higher standard with this method is something that I feel will help them to bolster their writing skills.  When used with fidelity, it is my belief that this approach can keep them accountable to making improvements to their writing more and more over time.