Preparing English Learners for Effective Peer Review in the Writers' Workshop

Abstract

Abstract English Language Learners (ELLs) often face challenges when participating in peer review activities in writers' workshops. This article identifies some of the potential difficulties that ELL writers may experience, and provides teachers with strategies to address these problems. The author describes a simple three‐step peer review training model that she has successfully used with her students during writers' workshops. The training model involves establishing a shared set of evaluation criteria and expectations before peer review, supporting ELLs in their formulation and articulation of feedback during peer review, and helping ELLs reflect on the peer feedback they received after peer review. By implementing this three‐step peer review training model, teachers can strengthen the positive effects of using peer review during the writers' workshop, while supporting ELL writers who are still developing their proficiency in English.

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