|Return to Unit One:TR|
|Class Plan -- Unit One, Day 10|
Assignment for Day 11ReadingIn LL, Mike Rose, "The Politics of Remediation" (135-49)
Writing - Answer #1-4 under "Working with the Text" on p. 150 [NOTE THAT THEY WON'T BE DISCUSSING THIS READING IN THE NEXT CLASS, BUT THAT THEY WILL NEED TO GO AHEAD AND DO IT SO THAT THEIR HOMEWORK FOR THURSDAY WON'T BE OVERWHELMING.]; Complete Response Workshop with two of your peers' essays.
Daily - Have you participated in peer review of your writing in the past? If so, in what setting (in a class, with friends, etc.)? What are the advantages and the disadvantages of having a peer comment on your paper? What are three rules you would suggest for making peer review effective?
Discussion of Peer Review - Discuss daily. You will want to emphasize that we want to concentrate on big concerns first in peer review workshops, i.e. content, organization, focus, etc. rather than style and mechanics. These things (style and mechanics) are important, too, but they are normally not THE most important aspects to focus on in workshop. [I often remind students that they aren't the things that I'm most likely to look at either. I will almost always focus on larger issues of focus, organization, development, etc. when I'm commenting on and grading their papers.] Bring in a few of what you consider to be the most important points from "Friendly Critiquing," then (again, from the daily) ask students to generate a short list of peer review rules for the class.
Set up Take-Home Workshop - Have students get into groups of three and to
exchange their drafts of the Response Essay. Pass out your workshop worksheet [Remember to
have two for each student] (see
You might also want to show some examples (using the handout or something similar) of using partial quotes (incorporated into the writer's own sentence) and of edited quotes. Note that these are both somewhat more "sophisticated" ways of quoting their sources.
You might refer students to the sections of the Writing Center called "Paraphrasing from a Source" and "Quoting from a Source" (under "Working with Sources" in the "Reference Materials" section of the Writing Center) if they would like additional information on what is involved in paraphrasing and quoting.
Paraphrasing and Quoting Mini-Workshop - [Reserve about 20-25 minutes for this.] Have students examine the essays they will be responding to for homework, noting places that could use more development, where paraphrases could be used instead of quotes, and where either paraphrasing or quoting could be improved. Put some questions for workshop on OH. Here are some ideas of questions you could use--In the margins of your partner's essay, indicate the following: