Some time ago, I shifted away from “peer editing.” And though it may in the end be simple semantics, I call it “peer proofreading.” But there’s more to it than the name. At its center is the belief that it’s not the peer’s job to be correct; it’s the peer’s job to be careful. Let me explain.

Writing needs reading. Writers need readers, someone to lend a set of eyes to see what’s on the surface as well as beneath, someone whose eyes and ears may see or hear something the writer does not. Thus, I ask my kids to be readers. Yes, of their peers’ writing, but also, and ultimately, the first readers of their own writing. It still astounds me how few of my kids actually read their own writing–something I attribute to the transactional nature of “school writing,” the “teacher-is-the-reader” mentality that pervades the school experience. The kids write to satisfy the teacher. The teacher reads to measure their satisfaction. The saga continues, and by the time they get to me in grade 10, they know the routine by heart. So, it’s hard to change the story. But I try anyway.

First, I believe writing should be experiential, not merely transactional, which means I believe writing has to be read–to an audience. Granted this “audience” is generally an audience of their peers, but I have found kids engage in the experience more authentically than if they are writing to an audience of a teacher.

Second, I have recently come to believe that writing should not be graded. I am not suggesting there should be no standards. Have to have standards. I am suggesting those standards should guide the feedback cycle between student and teacher–though I use the terms writer and reader (I tell my kids I am a trained, experienced reader). And it is from this position where I help them through the process–the complex process of creating. As such, I have found the learning happens along the way–during the experience–and with the audience component mentioned above, that is the “accountability measure” I employ.

And to further help them get there, I employ students as peer proofreaders–careful readers of their peers’ writing. Here’s how I am currently approaching this until I find my next better.

It’s not perfect, but I have found it to be more engaging, authentic, and beneficial when I make writing an experience for growth rather than a transaction for judgment. I find it better honors and supports the young writers in my room. Okay, but do they, can they produce quality writing? Fair question. Absolutely. In my estimation, it is far better than what I previously experienced as a judge. Now, I am just a reader. Seems to make a difference. And so, along with my young writers and readers, I will continue to revise the writing experience in my room.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…cultivating community with kindness cards.

…reading writing.

…reflecting in our journey journals.

…hearing a Sappy Sy Rhyme.

Happy Wednesday, all.

Do. Reflect. Do Better.