Improve writing skill through peer feedback

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI THANH TU IMPROVING WRITING SKILL THROUGH PEER FEEDBACK Field: Theory and methodology of English language teaching MASTER’S THESIS IN EDUCATION Supervisor: Dr.NGO ĐINH PHUONG STATEMENT OF AUTHORSHIP i I certify that the thesis entitled “ Improving writing skill through peer feedback for grade 10 students at Nguyen Trung Thien high school” is the result of my own work, and that the thesis or my any parts of the same has not been submitted to any university or institution Vinh, July 2017 Author’s signature Nguyen Thi Thanh Tu ii ABSTRACT This thesis focuses on the effect of peer feedback on improving writing skill for students in grade 10 and comparing peer feedback strategy with the traditional learning method to know which is more effective Because many teachers prefers teacher feedback to peer feedback (PF), this study will focus on whether PF is really useful and important or not.In this thesis we will look at the definition of writing, writing approach, rules of PF as well as methods and some strategies for using peer feedback in ways that will be the most helpful in improving writing skill This thesis also provides discussion of the results of the study, some implications and suggestions for both ESL teachers and learners besides recommendations for future research and conclusion iii ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor, Dr Ngo Dinh Phương, for his kind help, careful guidance, valuable advice and encouragement from the first draft till the completed thesis I am also grateful to my colleagues and students of grade 10 at Nguyen Trung Thien high school who helped me to finish the study I wish to thank my parents and my loved family who love, support and encourage me a lot in the production of this thesis Finally, I am too aware that despite all the advice and assistance, the thesis is far from perfect, it is, therefore, my sole responsibilities for any inadequacies that it may be considered to have iv LIST OF ABBREVIATIONS ESL: English as a Second Language EFL: English as a Foreign Language PF: Peer Feedback TL : Traditional Learning MD : Mean Difference v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT iii ACKNOWLEDGEMENTS iv LIST OF ABBREVIATIONS v CHAPTER INTRODUCTION 1.1Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope and limitations of the study 1.5Methods of the study 1.6 Design of the thesis CHAPTER LITERATURE REVIEW 2.1.Definition of writing 2.2 The nature of writing 2.3 Approaches to teaching writing 2.3.1 The product approach 2.3.2 The process approach 11 2.3.3 A summary of the differences 12 2.3.4 The genre approach 13 2.3.5 Which approach to use 15 vi 2.4 Stages in a writing lesson 16 2.4.1 Prewriting 16 2.4.2 Drafting 16 2.5 Collaborative writing 19 2.6 Feedback 20 2.6.1 Definition of feedback 20 2.6.2 Principles for feedback practice 21 2.6.3 Feedback in writing classes 21 2.6.3.1 Peer feedback 22 2.6.3.2 Benefits of peer feedback 23 2.6.3.3 Difficulty of applying peer feddback in writing classes 24 2.6.3.4 Key Strategies for peer feedback 25 2.6.3.4 Empirical studies on PF 27 2.7 Assessing students’ writing 31 2.7.1Some general principles 32 2.7.2 Means of Responding 34 2.7.3 Rubrics: Tools for Response and Assessment 35 2.7.4 Simple ways to assess the process 37 2.7.5 Simple ways to assess the product 37 CHAPTER RESEARCH METHODOLOGY 38 3.1 Research questions 38 3.2 Participants 38 3.3 Materials 39 vii 3.4 Procedure 41 3.4.1Steps of conducting peer feedback in the study 41 3.4.1.1.Before the treatment starts 41 3.4.1.2 Before the first peer review session 43 3.4.1.3 During Peer-Review Sessions 44 3.4.1.4.After Peer-Review Sessions 46 CHAPTER ANALYSIS AND FINDINGS 48 4.1 The judges and judging 48 4.2 Equivalence of the experimental group and control groups before receiving treatment 48 4.3 Essay scores in the pre-test 49 4.4 There were significant differences between scores for the first drafts and those for the second drafts in the six lessons……………………………… 49 4.5Pre- and post-test scores for the essays of students in the experimental group…………………………………………………………………………52 4.6 There was also a significant difference in the control group between the pre-test and the post-test…………………………………………………… 58 4.7 There was a significant difference between the experimental group and the control group 62 CHAPTER CONCLUSION 677 5.1 Discussion of the study findings 67 5.2 Implications and suggestions for ESL teachers and learners 70 5.3 Implications for further research 71 5.4 General contribution of the study 72 5.5 Conclusion 72 viii REFERENCES 74 APENDIX A RUBRIC…………………………………………79 APENDIX B - The experimental group’s pre-test scores 81 APENDIX C - The control group’s pre-test scores 82 APENDIX D - The experience group’s scores for the first draft ( written before receiving PF ) and the second draft ( written after receiving PF ) 83 APENDIX E - The control group’s post-test scores 84 APPENDIX F The experimental group’s post-test scores 85 APPENDIX G THE GENERAL TEST 86 APPENDIX H THE PRE-TEST AND POST -TEST FOR EXPERIMENTAL AND CONTROL GROUPS (45 mins) 88 APPENDIX I Examples of peer feedback sheet 1……………….89 Examples of peer feedback sheet 2…………… 90 ix CHAPTER INTRODUCTION This chapter is written in order to give the rationale, aims of the study, the research questions, the significance of the study, the scope of the study, an overview of research methodology and finally introduces the outline of the thesis 1.1 Rationale English is a useful and even necessary language to know It is the most common foreign language That’s why everyone needs to learn the language in order to get in touch on an international level Knowing it will help you communicate with people from countries all over the world In many countries, children are taught and encouraged to learn English as a second language Even in countries where it is not an official language, such as Lao, Vietnam, we will find many syllabi in science and engineering are written in English, because it is the dominant language in the sciences, most of the research and studies you find in any given scientific field will be written in it as well At the university level, students in many countries study almost all their subjects in English in order to make the material more accessible to international students On the Internet, the majority of websites are written and created in English.It's also the primary language of the press: more newspapers and books are written in English than in any other language, and no matter where in the world you are, you will find some of these books and newspapers available.With good understanding and communication in English, you can travel around the globe Because it is the international language for foreigners, it is easy to get assistance and help in every part of world You can test it by online travel Any travel booking site you can find will have English as a booking option.English skills will also help you in any business venture you choose to follow If you visit some offices, companies, governmental organizations, or even math or engineering companies, you will see the importance of English Any big company will hire their professional staff after getting to know whether the people they are hiring are good at English or not Companies who want to function at an international level only Kate and Guy (2003: 1480 Cited in Ghothbene, N 2010) Ken Hyland & Fiona Hyland, Eds (2006).September 2007 2007 Volume 11, Number 22 Feedback in Second Language Writing: Contexts and Issues Le Zhao PhD (Graduated 2012) Language Technologies Institute · School of ACM Conference on Information and Knowledge Management (CIKM 2010) Liu and Hansen (2002: 1) Peer response in Second Language Writing Classrooms (The Michigan Series on Teaching Multilingual Writers) (9780472088089) Mc Arthur, Graham, & Fitzgerald, 2008: Cited in Ghothben, N (2010) Nancy Arapoff (1967: 233 Cited in Selmen, S 2006) The Students' Attitudes to teachers' Feedback in Writing Narciss, S (2008) Feedback strategies for interactive learning tasks In J J G van Merrienboer, J M Spector, M D Merrill, & M P Driscoll (Eds.) Nelson and Schunn (2009) Enabling Microblogging-Based Peer Feedback in Faceto-Face Classrooms Nelson and Schunn (2009) Identified several features of feedback Nicol, D J., & Macfarlane-Dick, D (2006) Formative assessment and selfregulated learning: a model and seven principles of good feedback practice Studies in Higher Education, 31(2), 199-218 Nilson 20 Nilson, Linda B College Teaching , v51 n1 p34-38 Win 2003 03) Noel and Robert (2004), Peer Feedback (OF)reference 76 Nunan, 1989: 36 Cited in Maarek, S (2009) Communicative Tasks and the Language Curriculum Pae, Jue-Kyoung (2011) Collaborative writing versus individual writing: Fluency, accuracy, complexity, and essay score Multimedia-Assisted Language Learning, 14(1), 121-148 M Pincas (1992: 125 Cited in Ghothbene, N 2010) Enhancing Students’ Writing Skill through Teachers’ Corrective Feedback Case Study: Third Year LMD students of E nglish at Mohamed Kheider University -BiskraRaimes (1983) Techniques in Teaching Writing (Teaching Techniques in English as a Second Language) 1st Edition Richard & Schmidt (2002: 193-194) A considerable amount of research investigating the benefits of ER in L1/L2 context Rivers and Temperley (1978) Distinguish between two sets of processes involved in learning to communicate The first, skill-getting, focuses on cognition Scrivener (1994: 192 Cited in 14 Maarek, S 2009) Scrivener and Magic Citations on Papers for Mac Silva, 1990: 16 Cited in Thanatkun, T (2008) Formatting Citations in SAE Technical Papers Sohel (2014) ResearchGate, the professional network for scientists Tribble (1990) Small-corpora Concordancing in ESL Teaching and Learning Concordancing in the Classroom; 1990 Tsuei M (2011) The effects of digital game-based learning on elementary students' scienceIssue Date: 2011 Publisher: 2011 International Conference 77 Vygotsky, L (1978) Interaction Between Learning and Development In Gauvain & Cole (Eds) Readings on the Development of Children New York: Scientific Walker (2009) Peer Feedback in Learning English Writing: Advantages and Disadvantages.Journal of Studies in Education ISSN 2162-6952 2013, Vol 3, No Widdowson (2001: 62) Enhancing Students’ Writing Skill Through Teachers’ Corrective Feedback Case Study: Third Year LMD students of English at Mohamed Kheider University –Biskra 78 The rubrics for marking writing Criteria Organiza tion out of 4.0 Level of Content …… out of 4.0 Develop ment out of 4.0 Grammar & Mechani cs … out of 4.0 Style … out of 2.0 Format .out of 2.0 Total … out of 20 1.0 Writing lacks logical organization It shows some coherence but ideas lack unity Serious errors Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal Main points lack detailed development Ideas are vague with little evidence of critical thinking Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, runons evident Errors are frequent 0.5 Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention 2.0 Writing is coherent and logically organized Some points remain misplaced and stray from the topic.Transitions evident but not used throughout essay Content indicates thinking and reasoning applied with original thought on a few ideas Main points are present with limited detail and development Some critical thinking is present Most spelling, punctuation, and grammar correct allowing reader to progress though essay Some errors remain 3.0 Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence Overall unity of ideas is present 4.0 Writing shows high degree of attention to logic and reasoning of points Unity clearly leads the reader to the conclusion and stirs thought regarding the topic Content indicates original thinking and develops ideas with sufficient and firm evidence Content indicates synthesis of ideas, indepth analysis and evidences original thought and support for the topic Main points well developed with quality supporting details and quantity Critical thinking is weaved into points Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly Very few fragments or run-ons Main points well developed with high quality and quantity support Reveals high degree of critical thinking 1.0 Approaches high school level usage of some variety in sentence patterns, diction, and rhetorical devices 1.5 Attains high school level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled 2.0 Shows outstanding style going beyond usual high school level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination Meets all format and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with Meets format and assignment requirements; generally correct margins,spacing, and indentations; essay is neat but may have some assembly errors 79 Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons APPENDIX B The experimental group’s pre-test scores Style Total score 3.5 3.0 3.0 1.5 1.5 16.0 2.0 2.0 2.0 2.5 1.0 1.0 10.5 3.0 2.5 3.0 2.0 1.0 1.0 12.5 2.0 2.5 2.0 2.5 1.5 1.0 11.5 3.0 3.0 3.0 2.0 1.0 1.0 13.0 2.5 3.0 3.0 2.5 1.0 1.5 13.5 2.5 3.0 3.5 3.0 1.5 1.0 14.5 2.0 2.0 2.0 2.0 1.0 1.0 10.0 2.0 1.5 1.5 2.0 1.0 1.0 9.0 10 1.5 1.5 1.5 2.0 1.0 0.5 8.0 11 2.0 2.5 2.0 1.5 1.0 1.0 10.0 12 1.5 1.5 1.5 1.5 0.5 0.5 7.0 13 2.0 2.5 2.5 2.0 1.0 1.0 11.0 14 3.5 3.5 3.0 3.5 1.5 1.5 16.5 15 1.5 1.5 2.0 1.5 0.5 0.5 7.5 16 2.0 2.5 3.0 2.5 1.5 0.5 12.0 17 2.0 1.5 1.5 2.0 1.0 1.0 9.0 18 2.0 2.5 2.0 1.5 1.0 1.0 10.0 19 2.5 3.0 3.0 2.5 1.0 1.5 13.5 20 2.0 2.5 2.5 2.5 1.5 1.0 12.0 80 mechanic Format Grammar and 3.5 content Organization Level of Student Development The experimental group - Pre test APPENDIX C - The control group’s pre-test scores Style Total score 3.5 3.0 2.5 1.5 1.5 15.5 2.0 2.0 2.0 2.5 1.0 1.0 10.5 2.5 2.5 3.0 2.0 1.0 1.0 12.0 2.5 2.5 2.5 2.0 1.5 1.0 12.0 3.0 3.0 3.0 2.0 1.0 1.0 13.0 2.5 2.5 3.0 2.5 1.0 1.5 13.0 3.0 2.5 3.5 3.0 1.5 1.0 14.5 2.0 2.0 2.5 2.0 1.0 1.0 10.5 2.0 2.0 1.5 1.5 1.0 1.0 9.0 10 2.0 1.5 1.5 1.5 1.0 0.5 8.0 11 2.0 2.0 2.0 2.0 1.0 1.0 10.0 12 1.5 1.5 1.5 1.5 0.5 0.5 7.0 13 2.0 2.5 2.5 2.0 1.0 1.0 11.0 14 3.0 3.5 3.0 3.5 1.5 1.5 16.0 15 2.0 1.5 2.0 1.5 0.5 0.5 8.0 16 2.5 2.5 2.5 2.5 1.5 0.5 12.0 17 2.0 1.5 2.0 2.0 1.0 1.0 9.5 18 2.0 2.0 2.0 2.0 1.0 1.0 10.0 19 3.0 3.0 3.0 2.5 1.5 1.0 14.0 20 2.5 2.5 2.5 2.5 1.5 1.0 12.5 81 mechanic 3.5 content Level of Format Grammar and Development Organization Student The control group - Pre test APPENDIX D The first drafts and the second drafts’ scores in lesson of students in the experimental group Development Grammar and mechanic Format Style Total score Organization Level of content Development 3.5 2.0 2.5 2.5 3.0 3.0 3.0 2.5 1.5 1.5 2.5 1.5 2.5 3.5 1.5 2.5 1.5 2.5 3.0 2.5 3.0 2.5 2.5 2.0 3.0 3.0 3.0 2.0 1.5 1.5 2.0 1.5 2.5 3.0 2.0 3.0 1.5 2.0 3.0 2.5 2.5 2.5 2.0 2.5 2.0 2.5 3.0 2.0 2.0 2.0 1.5 1.5 2.0 3.5 1.5 2.5 2.0 1.5 2.5 2.5 1.5 1.0 1.0 1.5 1.0 1.0 1.5 1.5 1.0 1.0 1.0 0.5 1.0 1.5 0.5 1.5 1.0 1.0 1.0 1.5 1.5 1.0 1.0 1.0 1.0 1.5 1.0 1.0 1.0 0.5 1.0 0.5 1.0 1.5 0.5 0.5 1.0 1.0 1.5 1.0 15.5 11.0 12.0 11.5 13.0 13.5 14.0 11.0 9.0 8.0 10.0 7.0 11.0 16.5 7.5 12.0 9.0 10.0 13.5 12.0 3.7 2.5 3.3 2.5 3.5 3.0 2.5 3.0 2.0 1.7 2.3 2.5 3.5 3.5 2.0 3.0 2.5 2.3 3.0 2.3 3.7 2.5 2.7 2.8 3.0 3.0 3.5 2.5 2.0 1.8 2.7 2.0 2.8 3.5 2.0 2.5 2.0 2.7 3.0 2.7 3.0 3.5 2.5 3.5 2.5 2.3 2.0 3.0 3.0 2.5 3.0 3.5 3.0 3.0 2.5 3.0 1.8 2.2 1.5 2.5 2.2 1.8 2.0 2.5 2.7 3.5 3.0 3.5 2.0 2.0 3.0 3.5 2.0 2.5 2.5 30 3.0 3.0 2.5 3.0 82 1.6 1.5 1.0 1.0 1.2 1.0 1.2 1.0 1.5 1.5 2.0 1.5 1.5 1.5 2.0 1.0 1.0 1.0 1.2 1.3 1.0 1.0 1.0 1.0 1.4 1.1 1.8 1.7 1.0 0.5 2.0 1.5 1.0 1.0 1.0 1.0 1.5 1.5 1.8 1.2 Total score Level of content 3.5 2.0 3.0 2.0 3.0 2.5 2.5 2.0 2.0 1.5 2.0 1.5 2.0 3.5 1.5 2.0 2.0 2.0 2.5 2.0 Style Organization 10 11 12 13 14 15 16 17 18 19 20 Format Student Grammarand mechanic Scores of the second draft Scores of the first draft 17.0 13.0 13.0 13.0 15.0 16.0 15.0 140 10.0 10.0 11.0 11.0 14.0 17.0 9.5 15.5 11.0 12.0 15.0 13.5 .APENDIX E - The experience group’s post-test scores Style Total score 3.5 3.5 4.0 2.0 1.5 18.0 3.0 2.5 2.5 3.5 1.5 1.0 14.0 3.5 3.0 3.0 3.5 1.5 1.5 16.0 2.0 2.5 2.0 2.5 1.5 1.0 11.5 3.5 3.5 3.0 3.0 1.5 1.0 15.5 3.0 3.0 3.0 3.5 1.5 1.5 15.5 3.0 3.0 3.5 3.0 1.5 1.5 15.5 2.5 2.0 2.5 2.5 1.5 1.0 12.0 2.5 2.5 2.5 2.5 1.5 1.5 13.0 10 2.0 2.0 1.0 2.5 1.5 1.0 10.0 11 1.5 2.0 2.0 1.5 1.0 1.0 9.0 12 2.0 2.5 1.5 2.5 1.5 1.0 10.0 13 2.5 3.0 2.5 2.5 1.5 1.0 13.0 14 3.5 3.5 3.5 3.5 2.0 1.5 17.5 15 2.5 2.5 2.5 2.5 1.5 0.5 12.0 16 3.5 3.0 3.0 3.5 1.5 1.0 16.0 17 2.5 2.5 2.5 2.5 1.0 1.0 12.0 18 2.5 30 2.5 2.5 1.5 1.0 13.0 19 3.5 3.0 3.0 3.5 1.5 1.5 16.0 20 3.0 3.0 2.5 3.0 1.5 1.0 14.0 83 mechanic 3.5 Content Level of Format Grammar and Development Organization Student The experimental group - Post test - The control group’s post-test scores APENDIX F Development Grammar and mechanic Format 3.5 3.5 3.5 3.0 1.5 1.5 16.5 10 11 12 13 14 15 16 17 18 19 20 2.5 3.0 2.0 3.5 2.5 3.5 2.5 2.5 2.0 2.5 2.0 3.0 3.5 3.0 3.0 2.5 2.5 3.0 3.0 3.5 3.0 3.0 3.0 3.5 3.0 2.5 2.5 2.0 2.5 2.0 3.0 3.5 2.0 3.0 2.0 2.5 3.5 3.0 3.5 3.0 3.0 3.5 3.5 3.5 2.5 3.0 2.0 2.5 2.0 3.0 3.0 2.5 3.0 2.5 2.5 3.5 2.5 2.5 2.5 2.0 2.5 3.0 3.5 2.5 1.5 2.0 2.0 2.0 2.0 3.5 2.0 2.5 2.5 2.5 3.0 2.5 1.5 1.5 1.0 1.5 1.5 1.5 1.5 1.0 1.0 1.0 1.0 1.0 1.5 1.0 1.5 1.0 1.5 1.5 1.5 1.0 1.0 1.0 1.0 1.5 1.5 1.0 1.0 1.0 1.5 0.5 1.0 1.5 0.5 1.0 1.0 1.5 1.5 1.0 14.5 14.0 12.0 15.0 15.5 16.5 12.5 11.5 10.0 12.0 9.5 13.0 16.5 11.0 14.0 11.5 13.0 16.0 13.5 84 Total score Level of content Style Organization Student The control group - Post test APPENDIX G THE GENERAL TEST Choose the underlined word or phrase in each sentence that needs correcting Câu 1: It was not until the teacher came that the students didn’t stop talking A talking C didn’t stop B that D was not Câu 2: An university is an institution of higher education and research, which grants academic degrees; including Bachelor's degrees, Master's degrees and doctorates in a variety of subjects A which B including C An D higher Choose from the four given options (marked A, B, C or D) the one that needs correcting to make the given sentence meaningfully and grammatically correct Câu 3: How does Jane like her new car? - She’s _with it A delightful B delighting C delighted D delight Câu 4: When we got home, dinner _, so we had a drink first A was prepared B was being prepared C had been prepared D was preparing Câu 5: The man _ we are going to see is a millionaire A that/ which/ who/ x B that/ who/ whom/ x C he/ who / whom/x D.that/who/ whose/ x Câu 6: John’s grades are really bad but Tom’s grades are _ A badder B so worse C worse D worst Câu 7: is the variety of different types of plant and animal life in a particular region A Interaction B Herbicide C Environment D Biodiversity Câu 8: Unless this biodiversity were maintained, marine would be at stake A at risky B at risk C in danger of D in dangerous Câu 9: If you to me last week , you would have a lot of money now A would listened B had listened C Listen D would have listened Câu 10: A fable is a short story which is generally told to teach useful lesson 85 A some B a C the D an Choose the word or phrase (A, B, C, or D) that best fits each space in the following passage Organized football games began in 1863.In football, two (11) _of eleven players try to kick or head the ball into the goal of the other team.The goal keeper, (12) _ tries to keep the ball out of the goal, is only player on the field who can touch the ball with his or her hands The other players must use their feet, heads and bodies to(13) _ the ball Every four years, football teams around the world (14) _ for the World Cup.The World Cup competition started in 1930 Brazil is the home of many great football players, including the most famous player of all, Pele.With his fast dazzling speed, Pele played for many years in Brazil and then in New York.People in more than 140 countries (15) the world play football.It is definitely the world’s most popular sports Câu 11: A teams B players C champions D groups Câu 12: A that B who C whom D which Câu 13: A control B drive C make D watch Câu 14: A compete B play C fight D battle Câu 15: A on B through C whole D all over Rewrite the following sentences, using the words given Câu The movie was disappointing >We were………………… Câu It took us eight and a half hours from here to Australia by plane ( make question for underlined words)………………………? Câu I was astonished by confidence.>What…………………………………… Câu No one can study better than Nam in my class ( using comparative) Câu It’s years since I last saw Nam > I haven’t…………………… 86 her APPENDIX H THE PRE-TEST FOR EXPERIMENTAL AND CONTROL GROUPS (45 mins) Describe your most memorable experience 2.THE PRE-TEST FOR EXPERIMENTAL AND CONTROL GROUPS (45 mins) Describe your hometown 87 APPENDIX I Examples of peer feedback sheet Lesson .Describing information from the table Writer: …………………………………………………… Reader:……………… …………………………………… No Questions Yes Is the present simple tense correctly used for present facts ? Does the writer makes any errors in capitalization and punctuation ? Is the writing free of misspellings ? Is the writing free of fragments and run-ons ? Does the description present a clear and complete picture with all the facts and information from the table ? Are the details sufficient and appropriate ? Are the details order? Are transition words used effectively ? presented in a recognizable and appropriate 88 No Is the paper neat, legible, and presented in an appropriate format ? Lesson Writing about a famous musician Writer: …………………………………………………… Reader:……………… …………………………………… No Questions Yes No Does the paper present key facts and events in his / her life such as date of birth ,place of birth,school attended , exam passed and interests ? Is the past simple tense used for past events ? Is the present simple tense used for present facts ? Does the writer use correct form to write about above facts and events ? Does the writer supply strong description of events ? Does the writer makes any errors in capitalization and punctuation ? Is the background presented in a logical and organized way ? Does the paper provide insight into the person’s character? 89 Does the writer paint a vivid portrait using anecdote and quotes ? 90 ... of writing , writing approach , stages in a writing lesson, the importance of feedback , rules of peer feedback and its roles in improving the writing skill 2.1.Definition of writing Simply, writing. .. as the definition of writing and peer feedback , stages in a writing lesson, the importance of feedback , rules of giving peer feedback and its roles in improving writing skill Chapter 3: Research... for feedback practice 21 2.6.3 Feedback in writing classes 21 2.6.3.1 Peer feedback 22 2.6.3.2 Benefits of peer feedback 23 2.6.3.3 Difficulty of applying peer