The Peer Review Process

Mittan started by telling the process of the peer review that are
· Firstly, students read their peers’ writing and then answer some questions those focus on specific areas of the peers’ writing in a questionnaire. They can do this step at anywhere, whether in class or not.
· A second step, in general, on the following class period, the students talk about their comment on the writing with each other.
· In a third step, the teacher read and respond on both the original writing and the comments on the peer review sheet.
· The final step, after the students repeat a several peer review during the term, each student review their own writing and then the teacher comment their reviews.
Then, he showed the benefits of peer reviews which are
1. In peer reviews, there are reactions, questions, and responses from the virtual reviewers. They differ from a teacher who try to make a comment as a reader position but impracticality.
2. There are more respond from multiple perspectives and mutual review compare to only one respond from a teacher.
3. While they are reviewed, they are also the reviewer. So, they should learn more about the reader’s needs.
4. In general, a writing review is more difficult than a writing. The students should learn more and gain confidence.
5. The peer view help a teacher in writing teaching.
I agree with Mittan’s views on the benefits from a peer reviews because I get those benefits by myself except the last one that is not a benefit of my position.

The Writing Conference

A writing conference is a discussion between only two parties, a teacher and a student, about his or her writing. A conference may take as much time as the parties like, it can be a few seconds or many hours. It can do in anyplace, such as a corner of a classroom, cafeteria or teacher’s office. It may be done by telephone. Carnicelli also described the word “a student” that is not “a class”. In writing conference, they talk together rather than written comments.
Carnicelli showed many advantages in using the writing conference, such as
· A student likes the conference method because it serve for individual demand.
· During the conference, a student has a privacy and feel in security.
· It save time for the teacher because it use taking instead of writing, a written comments take time.
· For a teacher, it is easier to talk than to write about complex problem.
· In conference, it has a two-way communication unlike only one-way communication in written comments. A student can ask or explain whatever he or she desires. Then, the student can learn more.
· It can increase the teacher’s effectiveness while actually decreasing the amount of teaching time.
Next, Carnicelli suggested for the role of conference teacher. Finally, he displayed two examples of conversation between a student and a teacher from some writing conference.