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Listening Feedback

Listening Feedback. Richard Edwards NorthStar of Texas Writing Project June 8, 2003. Introduction. Where this came from. Free-writing. Feedback. Pointing and Center of Gravity. What is almost said? What do you want to hear more about?. Feedback Procedures. Student selects piece.

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Listening Feedback

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  1. Listening Feedback Richard Edwards NorthStar of Texas Writing Project June 8, 2003

  2. Introduction • Where this came from. • Free-writing. • Feedback. • Pointing and Center of Gravity. • What is almost said? What do you want to hear more about?

  3. Feedback Procedures • Student selects piece. • Student will read aloud twice. • May or May not provide listener with a copy. • Grouping is going to be 3 to 4 students. • Both of these methods are nonjudgmental.

  4. Pointing • As the piece is read the first time, each listener records the words that standout to them. • If the student has a copy they simply underline the words that they hear.

  5. Pointing Hints • You may limit the number of words to be underlined, if they are working from a printed copy. • Vary reading and recording words with and reading with underlining words.

  6. Ready • Take a piece of paper and fold it in half length wise. Number a column 1 & a column 2. • As I read please record the words that you “hear”. Record a single word on each line. • Questions on the instructions?

  7. Reading

  8. Center of Gravity • As I re-read the piece record the section, word, or sentence that draws you in. • Write COG, and record under that heading. • You may have multiple places that stand out. • Ready?

  9. Reading

  10. Comment and Discussion Fried 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.

  11. Comment and Discussion I 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.’

  12. Next Form of Feedback • This next answers two questions. • What is almost said? • What do you want to hear more about? • You will want to make sure the usual discussion and question rules still apply.

  13. What is almost said? • The student reads their piece. • The listener seeks to find a point the author almost reached. • You may have multiple statements.

  14. Read

  15. What Do You Want to Hear More About? • This could also be done from a negative perspective also. What did you spend too many words on? • As I read look for areas or places you want to more about? • You may have more than one.

  16. Read

  17. The Wonder of Snowby Richard Edwards Some adults join the kids in anticipation and excitement. Some adults shrink with dread, they are the responsible ones. But then the snow comes. If we have enough a wonderland is created. The most mundane things are transformed they become works of art. Oh the wonder of snow. It transforms the winter prairie brown into a wonderland of snow. Some places have lots of snow. Some places have no snow. And some places are in-between. Dallas is one of those in-between places. Officially we get two or three inches a year. All I can say it must have snowed a lot once or twice. When the first hint of snow comes, oh my! The children dream the snow will be like the pictures.

  18. Snow Miracles

  19. Questions • Comments?

  20. Peer Feedback - TEKS • (2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). • (15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. • (19) Writing/evaluation. The student evaluates his/her own writing and the writings of others.

  21. Wrap-up • The book had 11 different types of feedback, and I have a handout of all of them for you. Some are going to need to be used after others. • All writers (students included) sometimes fail to realize the audience may not have the same background, so feedback is a valuable way to craft better and more effective writing.

  22. References Elbow, P., Belanoff, P.,(2000). Sharing and Responding (3rd ed.). Boston: McGraw-Hill

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