Peer Feedback to Improve Writing Skills Using Digital Tools

Abstract

The innovation took place in four weeks. Each one of them focused on different tasks. They were adapted from a textbook unit regarding food and health. Each week, students had to do a written assignment implementing different criteria. That being, the use of a specific grammar structure, vocabulary or style. Pupils were randomly assigned a partner to work in groups of two. The pairs would work together to provide feedback for the weekly tasks. Therefore, having another opportunity to develop their composition skills. After learning the criteria of the week, students created a checklist as a tool to be used during their process. The innovation plan started with a pretest. It consisted of having as a written task for students to compose an email to their school principal commenting on their experience with school food sold at the bar and suggesting possible improvements. No further detail was given. The purpose of the activity was to check students’ prior knowledge on email structure and style. Students were then showed a mentor text (See Appendix B) to be analyzed and to be used as a guide. They analyzed the format, style, grammar structure and tenses used. Once they had recognized enough information, they were asked to create a checklist to ensure students were including all the elements for the type of text. By the end of the week, students improved their writing assignments once their peers provided feedback of the first draft.