This document provides an agenda for an in-class writing workshop and peer review session. It includes: 1. Instructions for having two copies of a draft essay for peer review and participation points. 2. A list of parts of an essay for students to mark in their drafts for peer review, including the introduction, thesis, examples, citations, and conclusion. 3. Steps for the peer review process, which involves students reading their essays aloud and receiving feedback focused on revision from their partner based on a worksheet of questions.

1. Class 25
EWRT 1A

2. AGENDA
Writing Workshop: 20
participation points. If
you don't have two
complete copies of your
draft (one can be
electronic), you will be
asked to go get them
before you can
participate.

3. Preparation for Peer Review
1. Everyone should have two copies of his or
her draft. (One can be electronic).
2. Everyone should have a copy of the peer
review worksheet.
3. If you don’t have two copies of your essay,
please go and make them. Hopefully,
there will be a space for you when you
return.

4. 1. Your clever title
2. Your introduction
3. Your thesis (This is your focused concept)
4. Where you have divided the information into clearly distinguishable
topics. (This could be in the introduction or in the thesis, for example)
5. Where you have defined key terms
6. Where you have included examples that support your assertions.
7. Where you have used images to help explain the concept, if you have.
8. Where you have carefully integrated sources and cited them.
9. Where you have cited summarized material.
10. Your conclusion
Mark the following parts of your essay using brackets to
designate the beginning and ending of each section

5. In Your Face
I rehearsed the report over again to my friends Vivian and
Sam. They thought it was perfect, and I would undoubtedly get an
A.[…]. I was not nervous at all, in fact, I was excited to get it out of
the way. […] All the rehearsing I did was for nothing. I sputtered
throughout the report, and ended it with an “And, yeah…”. I
walked out of the classroom embarrassed.
Merriam-Webster defines “communication” as “the act or
process of using words, sounds, signs, or behaviors to express or
exchange information or to express your ideas, thoughts, feelings,
etc., to someone else.” People are often expected to talk a certain
way depending on whom they’re communicating with. […]
Talking face-to-face, whether it be formal or informal, is aided by
non-verbal cues. Ninety-three percent of communication
effectiveness is determined non-verbally and through visuals
(Chang 1). Speaking verbally can help people understand the true
meaning behind the words […]. When the three types of
communication methods: verbal, nonverbal, and visuals are
combined, they form the basis of human interaction.
Title
Intro
Defined
Key term;
Integrated
quotation
Cited
summarized
material
Thesis;
divided
information

6. The Process
• We will work in pairs.
• Exchange papers so that your partner can follow along.
• Each person will read his or her essay aloud. BOTH
PARTICIPANTS SHOULD FINISH READING BEFORE
ANYONE BEGINS RESPONDING.
• Readers will follow along as the writer presents his or her
work; readers may circle obvious errors. This means your
partner must have a paper copy of your essay.

7. Follow the directions under these additional steps
1. Read for a first impression
2. Evaluate the organization
3. Look at the beginning.
4. Find the thesis.
5. Find the classifications of the concept.
6. Determine if the classifications of the are concept defined
7. Find the types of the concept listed within the categories
8. Are there suitable examples in each paragraph?
9. Has the writer explained how the examples add depth to the definition(s)
of the concept?
10. Has the writer compared his or her concept to another one? Does this
help to explain the concept? Can you suggest a concept to compare it to?
11. Does the writer use images to help explain the concept? Would images
be helpful? Do you have a suggestion?
12. Read the ending to make sure it successfully wraps up the essay
13. Assess the formatting and sources.
14. Give the writer your final thoughts.

8. This is not an editing exercise;
it is a revision process.
This session is geared toward revision—not editing.
While you may circle errors you notice in the text,
refrain from making editing suggestions, that is
spelling, grammar, and word choice suggestions.
Your job as a reader is to answer the questions on the
handout. These questions will help you help the writer
to improve the paper in terms of organization, content,
integrating quotations, and MLA style.
If you don’t know the answer to a question, ask me. I
will be happy to help you.

9. Oldest Student Reads First
Get into pairs!

10.  Write: Revise Essay #4 (due
Friday by noon).
 Read. These secondary articles:
 10 Critical Issues Facing
Education:
 10 Major Challenges Facing
Public Schools
 HW Discussion #25: Which of
these 10 challenges do you see as
critical and why?