Blog Post # 3

Good September, everyone! Blog Post # 3 is our EDM310 assignment due on September 7, 2014. The assignment required us to watch two videos, read a blog, and watch a slideshow. Following our completion of the videos, slideshow, and blog we were asked to write two or more paragraphs detailing what we learned from the resources provided. The first resource given was Paige Ellis' Blog Assignment #12. In Paige's blog, she brings up an interesting question dilemma. She wants to know if she should give unsolicited grammar suggestions while also commenting on the content of the blog post. She mentions that she does not want to seem offensive or pushy with her suggestions and even e-mailed Dr. Strange for advice. Based on her communication with Dr. Strange, I learned that it is ok to point out obvious grammar mistakes. To quote Dr. Strange: "Help him/her. You are going to be a teacher. Get in some practice. We are in a learning community." Two videos were also assigned to us for viewing: What is Peer Editing? and Writing Peer Review Top 10 Mistakes. What is Peer Editing? is a more traditional approach to teaching the proper techniques to peer editing. From this video I learned the basic rules for peer editing. The most important of those rules is to stay positive. Other rules/guidelines to follow are: Give compliments, offer suggestions, and make corrections. Again, the most important thing I learned was to stay positive! In Writing Peer Review Top 10 Mistakes a more humorous approach is taken to teaching the proper ways to complete peer reviews. The video used fifth and sixth graders to give examples of what not to do while reviewing a peer's blog. I learned in this video that different methods of peer editing can cause different reactions from peers. I also learned that I may have to alter my method of peer editing in order to fit the method of learning needed by the peer. Peer Edit With Perfection Tutorial is a Power Point slide show that touches on the same principles as What is Peer Editing?. Again, the one major thing I learned was to stay positive. The second pat of the assignment is to answer the question "How can you provide meaningful feedback to your peers?" by using the resources given. Though I had an idea of how to give feedback, I still was unsure about how effective my feedback would be. I have experience in giving feedback, given my position as a shift supervisor with the Jackson Police Department. There, I had to read and review different types of reports that were submitted to me. If a report had an error on it I would simply note the error and send it back to the submitting officer for correction. The main comment I would receive back from officers would be "What does it matter?". I would then take the time to explain to them that you never know where you may see this report again. I would also ask the question "Are you fine with this report being read in open court?" The point was that if you are going to turn an assignment or report in, you need to remember that it has your name on it and most of the time it has your place of employment listed as well. The quality of the document is often times a reflection on you and your company. With that being said, there should also be effective ways to correct errors and ways to also ensure that the same errors aren't repeated over and over. While it is simple to take a red pen and mark through errors, there are better ways to correct mistakes. First, as mentioned in Paige Ellis' Blog Assignment #12 it is ok to make grammatical corrections on a document even when it is being read for content editing. As teachers, we will have a responsibility to ensure that documents we read are correct in grammar content as well. While the author of the document may not normally be receptive to grammar correction, there are ways that we as teachers can show the author its importance. I think the most important part of the peer editing process is to stay positive. Based on experience, I have found that if you approach something in a negative or demeaning manner, either of those methods will elicit a negative or defensive response. People tend to take negative comments personally and will resort to trying to defend something that they know is incorrect simply because of the way it was presented to them. An author is often proud of their work and expects it to be treated as an extension of themselves. By staying positive, it sends the message that you were interested in the document and want to see it improved even more. Along with staying positive, providing compliments also shows the author that you are interested and that he is doing a good job. It would seem that most people react positively to positive comments and compliments, so that too is also important. BY offering suggestions for improvement, the editor is letting the author know that he wants his good paper to become great. It could also mean that the editor may be familiar with the audience that the document is intended and knows that the audience would react in a more positive manner to his suggestions. The last rule is to make corrections. This rule isn't to say the editor should become the "grammar police", it simply means that errors should be noted and corrected. A writer may read his work many times and still not catch simple grammar, spelling or punctuation errors. A fresh set of eyes should always be welcome to avoid simple mistakes. Again, we are all adults and are in the same classes for the same purpose. Feedback should always be welcome from peers as it is given for the betterment of us all.