When you write something, it's supposed to DO something to a reader/audience. Giving students authentic opportunities to test their ideas on real readers just makes sense. It blends reading and writing. It involves everyone in literary analysis and critical thinking. It gives writers a reason and focus for revision.
Joyce Armstrong Carroll and Edward E. Wilson shared powerful grouping strategies to structure how we can create communities of writers in our classrooms (2007, p. 67-89). I started collecting these feedback strategies and groupings in my digital portfolio.
Over time, I've collected other strategies for the collection. This week, I am working in The AP Vertical Teams Guide for English (2002) to create a session on the penultimate chapter of this incredible resource.
I've adapted three of the strategies as feedback protocols and included them here for you:
PAMDISS
The Four Bases of Effective Writing
Peer Evaluation: Hitting the Target
Armstrong-Carroll, J. & Wilson, E. E. (2007). ACTS of teaching: How to teach writing. Heinemann, Portsmouth, NH.
The College Board. (2002). The AP Vertical Teams Guide for English, 2nd Ed. College Entrance Examination Board.
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