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Once the students have made some progress in their rough drafts, it is time to begin the sharing stage of the writing process. How you wish to set up the peer sharing periods will depend a great deal on the personalities of the students in your class, and their ability to work in groups.  Before peer sharing is attempted, ensure that the students are familiar with sharing and responding positively, as well as, proper group behavior.  Groups may stay the same throughout the sharing stage or students may meet with different peers each day.

Possible Structures for Group Sharing

1.      Breaking Out:  Students get into groups of 3-4. Each student finishes the following statements:

·        When I was getting started I . . .

·        My favorite part so far is . . .

·        I had some trouble when I . . .

Students may not be ready to share their work with others at this point.  However, all students should take part in the discussion.

1.      Feelings:  Authors read their work aloud to their group. The listeners write down how they feel as the author reads.  Each listener tells the author what feelings they were experiencing at different points in the story.

2.      Summarizing:  Authors read their work to their group.  The group listens and then each group member provides the reader with

·        a summary of what he or she heard (main idea) stated in one sentence

·        one word from the piece of writing that best explains the work

·        one word NOT from the paper that summarizes the work

1.      Similes: Authors read their work to the group. The group listens and then each group member describes the piece of writing using a simile (your piece was like a river that runs deep, your piece was like a tear drop that fell slowly from your lips). 

2.      Authors read their work to a peer.  As the peer listens he or she writes down three things he or she liked about the piece.  The peer also records one thing about the piece that he or she thinks can be improved.  The peer and the author discuss the items on the list and the peer explains why he or she like/disliked what was listed.