Listening FeedbackListening FeedbackRichard EdwardsRichard EdwardsNorthStar of Texas Writing NorthStar of Texas Writing ProjectProjectJune 8, 2003June 8, 2003

IntroductionIntroduction Where this came from. Where this came from. Free-writing.Free-writing. Feedback.Feedback. Pointing and Center of Gravity.Pointing and Center of Gravity. What is almost said? What do What is almost said? What do

you want to hear more about?you want to hear more about?

Feedback ProceduresFeedback Procedures Student selects piece.Student selects piece. Student will read aloud twice.Student will read aloud twice. May or May not provide listener May or May not provide listener

with a copy. with a copy. Grouping is going to be 3 to 4 Grouping is going to be 3 to 4

students.students. Both of these methods are Both of these methods are

nonjudgmental.nonjudgmental.

PointingPointing As the piece is read the first time, As the piece is read the first time,

each listener records the words each listener records the words that standout to them. that standout to them.

If the student has a copy they If the student has a copy they simply underline the words that simply underline the words that they hear.they hear.

Pointing HintsPointing Hints You may limit the number of You may limit the number of

words to be underlined, if they words to be underlined, if they are working from a printed copy.are working from a printed copy.

Vary reading and recording words Vary reading and recording words with and reading with underlining with and reading with underlining words.words.

ReadyReady Take a piece of paper and fold it Take a piece of paper and fold it

in half length wise. Number a in half length wise. Number a column 1 & a column 2.column 1 & a column 2.

As I read please record the words As I read please record the words that you “hear”. Record a single that you “hear”. Record a single word on each line.word on each line.

Questions on the instructions?Questions on the instructions?

ReadingReading

Center of GravityCenter of Gravity As I re-read the piece record the As I re-read the piece record the

section, word, or sentence that section, word, or sentence that draws you in. draws you in.

Write COG, and record under that Write COG, and record under that heading.heading.

You may have multiple places You may have multiple places that stand out. that stand out.

Ready? Ready?

ReadingReading

Comment and Comment and DiscussionDiscussionFried Okra. If I could have fried okra one more time. I refuse to learn to cook this delicacy, because it is yours. Mom, I miss you. I would like to eat fried okra with you and tell you of your grandchildren. You would be so proud of them. Andrew, the challenger is on a quest in California. I recall your mother’s high school annual mentioned California. Rebecca, the persistent one, she is never to be denied what is right. You would be the grandmother they have never had.

Comment and Comment and DiscussionDiscussionI will take another helping of fried okra please. I would tell you of where I have been and what I have sought, and then I would wait for your wise advice. I suppose it would be wise, but I am older than you now. What would that do? How would that affect what you would tell me. Did you learn a lot after you died. Did you see me and say ‘Don’t go there,’ or say ‘that is my boy.’

Next Form of FeedbackNext Form of Feedback This next answers two questions.This next answers two questions. What is almost said?What is almost said? What do you want to hear more What do you want to hear more

about?about? You will want to make sure the You will want to make sure the

usual discussion and question usual discussion and question rules still apply. rules still apply.

What is almost said?What is almost said? The student reads their piece.The student reads their piece. The listener seeks to find a point The listener seeks to find a point

the author almost reached. the author almost reached. You may have multiple You may have multiple

statements.statements.

ReadRead

What Do You Want to What Do You Want to Hear More About?Hear More About? This could also be done from a This could also be done from a

negative perspective also. What negative perspective also. What did you spend too many words did you spend too many words on? on?

As I read look for areas or places As I read look for areas or places you want to more about?you want to more about?

You may have more than one.You may have more than one.

ReadRead

The Wonder of SnowThe Wonder of Snowby Richard Edwardsby Richard Edwards

Some places have lots of Some places have lots of snow.snow.

Some places have no snow.Some places have no snow.And some places are in-And some places are in-

between.between.

Dallas is one of those in-Dallas is one of those in-between places.between places.

Officially we get two or three Officially we get two or three inches a year.inches a year.

All I can say it must have All I can say it must have snowed a lot once or twice.snowed a lot once or twice.

When the first hint of snow When the first hint of snow comes,comes,

oh my!oh my!The children dream the snow The children dream the snow

will be like the pictures.will be like the pictures.

Some adults join the kids in Some adults join the kids in anticipation and excitement.anticipation and excitement.

Some adults shrink with dread, Some adults shrink with dread, they are the responsible they are the responsible ones.ones.

But then the snow comes.But then the snow comes.If we have enough a If we have enough a

wonderland is created.wonderland is created.The most mundane things are The most mundane things are

transformed transformed they become works of art. they become works of art.

Oh the wonder of snow.Oh the wonder of snow.It transforms the winter prairie It transforms the winter prairie

brown brown into a wonderland of snow.into a wonderland of snow.

Snow MiraclesSnow Miracles

QuestionsQuestions Comments? Comments?

Peer Feedback - TEKSPeer Feedback - TEKS (2) Listening/speaking/critical listening. (2) Listening/speaking/critical listening.

The student listens critically to analyze The student listens critically to analyze and evaluate a speaker's message(s).and evaluate a speaker's message(s).

(15) Writing/purposes. The student (15) Writing/purposes. The student writes for a variety of audiences and writes for a variety of audiences and purposes and in a variety of forms.purposes and in a variety of forms.

(19) Writing/evaluation. The student (19) Writing/evaluation. The student evaluates his/her own writing and the evaluates his/her own writing and the writings of others. writings of others.

Wrap-upWrap-up The book had 11 different types of The book had 11 different types of

feedback, and I have a handout of all feedback, and I have a handout of all of them for you. Some are going to of them for you. Some are going to need to be used after others.need to be used after others.

All writers (students included) All writers (students included) sometimes fail to realize the audience sometimes fail to realize the audience may not have the same background, may not have the same background, so feedback is a valuable way to craft so feedback is a valuable way to craft better and more effective writing.better and more effective writing.

ReferencesReferences

Elbow, P., Belanoff, P.,(2000). Elbow, P., Belanoff, P.,(2000). Sharing and Responding Sharing and Responding (3(3rdrd ed.). ed.). Boston: McGraw-HillBoston: McGraw-Hill