SQR2

Lisa Marie Lopez
English 1301
Ms. Phan
September 12, 2010

Teaching Specific Revision Suggestions

Gloria A. Neubert and Sally J. McNeils. “Teaching Specific Revision Suggestions”. The English Journal, Vol. 79, No.5 (Sept., 1990), pp. 52-56

SUMMARY:
The article “Teaching Specific Revision Suggestions” talks about how many teachers and students are complaining about the lack of revision comments coming from other students. A method on revising a paper is then shown to middle school students in order to give them a better picture of what the teacher is looking for when it comes to revising someone’s paper. PQP is introduced as a method where a student praises the other student for what they have written, then they question them, and at the end the student comments on what needs to be fixed or polished. With this certain method, the students had an idea on how to comment on what revision is needed. The PQP method was compared to a process that consisted of generalizations, meaning that the students discuss an essay in a group; individual work, the total class activity, and a follow up. The percentage rate of vague comments went up due to the fact that the PQP method was enforced to the students. When class generalizations, individual work, and follow ups were enforced, the students decreased in vague comments, but increased highly on specific comments. These methods were used to help students learn how to revise and edit not only their own paper, but their peers paper too.
Question:
What method would you use when you revise and edit a paper? What is the difference between PQP and Generating Specific Response?


ANSWER:
The method that I would use when revising and editing a paper would be the process called Generating Specific Response, because it consists of a total class activity where all the students can participate and add their own opinions, a small group study, which consists of three or four people in a group who follow a certain worksheet to revise and comment on a student’s essay, and a follow up, which is when the teacher asks another question about what the students have reviewed. The statistics for using the generating specific response was a higher percentage in specific comments. The specific comments rose to forty two percent when the students used the generating specific response method. I believe if someone uses the generating method, it could really help because the method not only consists of one individual to revise it, but a whole class to state their opinion, which makes a paper better than before. The PQP method is very different from the generating response method in the fact that the PQP method only goes by praising, a question, and a bit of polishing. The PQP doesn’t really give you a high percentage on the specifics. Generating response on the other hand is very useful and very helpful since it is revised by the students in the class and the format of the method. Generating a specific response is the process anyone should use when in need of revision.