Clocking

From: Acts of Teaching: How to Teach Writing by Joyce Armstrong Carroll and Eddie Wilson
(Pages 282-283)

During clocking, students sit facing each other in two concentric circles. This
arrangement approximates the face of a clock. The teacher calls out details to be
checked. Students in the inner circle remain seated; the other students move one place to
the right after each detail is checked. In this way different students proofread each
others work.
To prepare for clocking, students first create packets of their writing.
1. Students gather all their writing and arrange it in descending order final copy on
the top, prewriting on the bottom.
2. Students label a sheet of paper The Proofreading Page and number from 1 to the
number the teacher designates. (Each number represents a different detail to be
checked.)
3. Across the top of The Proofreading Page the students write, This paper belongs
to ______________, filling in their name.
4. The students place the proofreading page on top of the final copy.
5. The students take a seat in one of the circles. The teacher assigns the seats, if
needed.
Clocking then begins.
1. Students exchange papers with the persons opposite them.
2. They write their names next to the number of the detail about to be checked.
They are the editors for that detail.
3. Depending on what has been taught in the classroom, the grade level, and the
students proofreading skill, the teacher calls out a detail to be checked. For
example, the teacher may invite them to check the spelling of its (the pronoun)
and its (the contraction).
4. Students rapidly skim the paper. When they find the detail they are to examine,
they check its correctness in the context of the sentence. If there are no errors,
they indicate that in some way (a smiley face, a positive comment). If there is an
error, they do NOT correct it; rather, they indicate the page and line so the writer
may reconsider it.
5. The procedures listed above continue through all the details to be proofread.
At the conclusion of clocking, all students receive their papers and the proofreading
sheet.
1. Students read their proofreading sheet.
2. The student decides if any corrections need to be made by rethinking what has
been pointed out. For example, the student may look up the word marked as
misspelled in the dictionary, check their language books, discuss a correction with
the particular editor, or ask the opinion of the teacher.
3. If the writer feels there is a valid error, the writer has the opportunity to correct it.
4. If the writer disagrees with the editor, the writer may leave it.
5. When students have had sufficient time to look over their proofreading sheets and
have edited them, they must sign off on the proofreading sheet and turn it in with
all the papers of the process.

J. Evans

Aldine I.S.D.

2007-2008