This document discusses peer review of writing assignments. It provides guidance on how to conduct an effective peer review by objectively giving feedback to help writers improve their work. Key points include focusing feedback on content over surface errors, asking questions if confused, and suggesting examples or details. The purpose of peer review is to help writers see their work through another person's perspective and learn from others' strengths and weaknesses.

1. September 15, 2011

2. Turn in your rough draft

3. Quiz Make sure you circle the preposition(s) and line out the prepositional phrase(s)!!!!!!

4. Discuss the textbook

5. Phrases

6. Phrases If a group of words lacks a subject or a verb or both, it’s a phrase. A phrase is not a complete sentence.

7. Notice the difference between phrases and sentences in these examples: Phrase: To get a good lock for my house. Sentence: To get a good lock for my house, I need to talk to a locksmith.

8. Notice the difference between phrases and sentences in these examples: Phrase: To come up with the right answer. Sentence: Pam was unable to come up with the right answer.

9. Notice the difference between phrases and sentences in these examples: Phrase: Making her a good dinner. Sentence: I want to please my girlfriend by making her a good dinner.

10. Notice the difference between phrases and sentences in these examples: Phrase: Such as a new backpack, a Barbie, a walkie-talkie, a stuffed lizard, and even a computer. Sentence: My daughter says she wants a lot of things for her birthday, such as a new backpack, a Barbie, a walkie-talkie, a stuffed lizard, and even a computer.

11. Notice the difference between phrases and sentences in these examples: Phrase: On the shelf. Sentence: I can’t reach the box on the shelf.

12. Activity 1: Identify Phrases and Sentences Use your iClicker to select an answer!

13. 1. To drive down the mountain at night. Phrase Sentence

14. 2. Before paying the bill, she carefully reviewed the statement. Phrase Sentence

15. 3. To find a new job, Felicia updated her computer skills. Phrase Sentence

16. 4. On Tuesday my kindergarten students. Phrase Sentence

17. 5. The anthrax scare turned out to be a hoax. Phrase Sentence

18. 6. For example, a computer, a cell phone, and a DVD player. Phrase Sentence

19. 7. Over there on the table. Phrase Sentence

20. 8. We pushed open the gate. Phrase Sentence

21. 9. To study for Spanish, English, pre-calculus, biology, and economics. Phrase Sentence

22. 10. The fire in the national forest was caused by a careless smoker. Phrase Sentence

23. Discuss Dog

24. 1. Why is Christopher fascinated with illustrations, diagrams and maps? How do they help us understand him?

25. 2. List three things Chris likes and three things he dislikes. Explain his reasons for each like/dislike listed.

26. 3. How does Christopher’s father show him love?

27. 4. What makes Chris feel safe? What makes him feel unsafe?

28. 5. Why does Christopher find people confusing?

29. Christopher asserts, “I am not a spazzer.” Do you agree/disagree and why. Give examples to support your view.

30. Peer Review? What is that? Objective feedback Seeing someone’s text from your own perspective Explaining to them how you ‘see’ it Being kind, yet honest, in the process From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)

31. The ‘Why’ of Peer Review Why does peer review work? We see our writing ‘through’ another person We see how other students think and write We see others’ writing strengths and weaknesses We see new ideas and new ways of explaining ideas We learn to look at our own writing in a different way From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)

32. The ‘How’ of Peer Review Ways you can respond as a helpful reader: If you get confused or lost Mark an ‘X’ in the text where you are confused Ask the writer to explain his or her ideas From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)

33. The ‘How’ of Peer Review Ways you can respond as a helpful reader: If you cannot see the point: Ask the writer ‘So what?’ questions. In other words, ask the writer ‘What does this point have to do with this paragraph?’ Offer more examples and details to the writer Leave the final decisions to the writer From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)

34. Peer Review Read your paragraph aloud. You are allowed to stop and write all over your paper. The rest of the group is not allowed to comment whatsoever (even after you are finished). Everyone reads aloud first. Decide which color highlighter will represent you in the group. Decide as a group how much time you have for each paragraph. Remember, you will need time at the end to discuss. Pass your paragraph and peer review sheet to the left. Peer review the paragraph in front of you concentrating on content, not surface errors. Highlight your comments in your color. Pretend the author of the paragraph is nowhere near you. All comments/questions/critiques should be written. Fill in the “Editor #1” section of the peer review sheet. Highlight your name in your color. Pass left again and repeat steps four and five using the appropriate editor section. Repeat step six. Review the comments on your paragraph and your peer review sheet. Make a note of any questions you have. Take turns being in the mush pot of your groups for a couple of minutes and discuss each paragraph.

35. Homework Paragraph #2 final draft typed with rough draft, peer review, and rubric stapled behind it