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In this issue of CDTL Brief, colleagues from the Faculty of Arts and Social Sciences discuss various aspects of peer teaching and learning, including their experiences in using Peer Editing and Peer Reviews in their classrooms, as well as the challenges they faced when they applied these pedagogical tools in their respective modules to foster active, student-centred learning.

December 2010, Vol. 13 No. 3 Print Ready ArticlePrint-Ready
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Peer Editing as a Learning Tool for Writing for the Media
 
Ms Mary Lee Ching Ling
Communications and New Media Programme (CNM)
 

The following brief arose from my project for my PDP-T practicum, and was experimentation in instructional planning for me.

Writing skills for communication management

The designers of NM3219 “Writing for Communication Management” wanted to build the writing skills of communication management students and expand their understanding of the power and challenge of writing effectively for different internal and external stakeholders.

The NM3219 curriculum

Students write for a gamut of public relations communications for internal and external publics: pitches to the media, news releases, backgrounders, fact sheets, speeches, public relations (PR) plans, biographies, responses for question-and-answer (Q&A) sessions, and more.

By the end of the course, students should be able to

• Understand the scope and responsibilities of a PR professional’s remit, as well as

• Execute basic PR writing and projects which are rhetorically appropriate for the target audience.

The module involves extensive research, with an emphasis on persuasive writing. Students get hands-on experience in tracking issues, drafting PR plans and crafting messages for crisis communication.

The learning cycle

Assessment is continuous throughout the semester (100% CA). All assignment and lab exercises are based on the lectures. Each lecture gives students the information needed to execute the exercises in the labs in the week that follows, as well as for the group and individual assignments in the semester.

Lab exercises are completed in class with the teacher reviewing the pieces as students write. Submission of completed tutorial exercises is optional and no grade is given for lab work. CAs are individually completed and submitted usually within a week that they are issued.

Whether it is lab exercises during the tutorial or take-home individual assignments, students develop ideas and outlines, write and edit their work on their own. Little attention is given to the writing process of inventing, composing, and revising of in-class and take-home assignments (OWL Purdue Writing Lab).

 
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Inside this issue
Moving Beyond Student Presentations: Peer Teaching
The Use of Peer Review as a Pedagogical Tool in a New Media Ethics Module
Peer Editing as a Learning Tool for Writing for the Media
Restructuring Writing Assignments to Develop Students’ Critical Thinking Skills