DAILY: Have you ever participated in a peer review or class workshop before? If so, was it helpful? Why or why not? What do you think creates a helpful workshop environment?
- ask students about daily -- discuss what workshop means (how do we avoid criticizing ideas or personalities? what is a readerly response? how can we stay focused on the writing?
- ask students about criteria for the S/R assignment -- how does that influence what you'll want to look for when you're workshopping another's paper?
- list on the board criteria for good summary, good response
- create a hierarchy of what to look for first (what do you think is the most important thing to look for? second most important? and so on)
- main points, author tags, name of article, no personal opinion or "slanted" language, clear and concise etc. (summary)
- claim, approach (agree/disagree, interpret/reflect, analyze the effectiveness), plenty of concrete examples, no tangents, coherence etc. (response)
*look for grammatical/syntactical errors and/or typos last, and only if there is time -- you can always tell the person that you noticed some problems but didn't have time to mark them.
pass out sample S/R and have students skim it in groups (same groups they worked in last Wednesday [seven minutes]) -- put one on the overhead and workshop as a class.
HOME WORK: finish writing rough drafts for Wednesday -- print BEFORE class and bring a complete draft -- no lame one and a half page scrawlings.
absences:
notes:
Return to Unit One:
MWF