Peer editing
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1. Students will get into groups of 3-4 and take turns reading their papers out loud while others provide feedback. Feedback includes noting likes/dislikes and comments/questions for improvement. 2. Students will then switch papers and individually fill out a peer editing form. The form addresses things like thesis, formatting, citations, syntax, organization, evidence, mechanics, and voice. Editors will also correct any issues directly in the paper. 3. Finally, editors will refer to the writing rubric to explain to the author how to further improve the paper. The process aims to strengthen papers through peer review and feedback.
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Peer Editing
Peer editing involves students working together to improve each other's writing. There are three steps to peer editing: compliments, suggestions, and corrections. In the first step, students provide compliments on what they liked in the writing. For suggestions, they offer specific ideas on how to make the writing better, such as adding details or improving word choice. The final step of corrections involves checking for spelling, grammar, and punctuation errors. The overall goal of peer editing is to help students strengthen their writing in a positive way.
Class 13 1 a
This document provides the agenda and instructions for an in-class writing workshop focused on revision. Students will work in groups of three to provide peer feedback on draft essays. The process involves each writer reading their draft aloud while the other two students follow along and take notes. Students are instructed to focus on revising based on a 12-point feedback worksheet rather than editing for grammar or word choice. The goal is to help writers improve their papers in terms of organization, content, integrating quotations, and MLA style through a structured peer review and revision process.
Writing
The document outlines the stages of the writing process, including choosing a subject, organizing ideas, drafting a plan with main points for each paragraph, writing a first draft individually, getting peer evaluation on what works/doesn't work or is unclear, revising the second draft based on feedback, and finalizing the draft by checking spelling and grammar.
Intro to peer editing
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or details.
3. Check for spelling, grammar, punctuation errors and incomplete sentences, circling or marking them to point them out to the author. The goal is to improve the writing in a positive way through constructive feedback.
Peer Editing Tutorial
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or adding details.
3. Check for errors by circling spelling mistakes, incorrect grammar, or incomplete sentences. The goal is to improve the writing in a positive way.
Tutorial Peer Editing
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or details.
3. Check for spelling, grammar, punctuation errors and incomplete sentences, circling or marking them to point them out to the author. The goal is to improve the writing in a positive way through constructive feedback.
Peer Editing
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or details.
3. Check for spelling, grammar, punctuation errors and incomplete sentences, circling or marking them to point them out to the author. The goal is to improve the writing in a positive way through constructive feedback.
Peereditingtutorial
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or details.
3. Check for spelling, grammar, punctuation errors and incomplete sentences, circling or marking them to point them out to the author. The goal is to help authors improve their writing in a positive way.
Recommended
Peer Editing
Peer editing involves students working together to improve each other's writing. There are three steps to peer editing: compliments, suggestions, and corrections. In the first step, students provide compliments on what they liked in the writing. For suggestions, they offer specific ideas on how to make the writing better, such as adding details or improving word choice. The final step of corrections involves checking for spelling, grammar, and punctuation errors. The overall goal of peer editing is to help students strengthen their writing in a positive way.
Class 13 1 a
This document provides the agenda and instructions for an in-class writing workshop focused on revision. Students will work in groups of three to provide peer feedback on draft essays. The process involves each writer reading their draft aloud while the other two students follow along and take notes. Students are instructed to focus on revising based on a 12-point feedback worksheet rather than editing for grammar or word choice. The goal is to help writers improve their papers in terms of organization, content, integrating quotations, and MLA style through a structured peer review and revision process.
Writing
The document outlines the stages of the writing process, including choosing a subject, organizing ideas, drafting a plan with main points for each paragraph, writing a first draft individually, getting peer evaluation on what works/doesn't work or is unclear, revising the second draft based on feedback, and finalizing the draft by checking spelling and grammar.
Intro to peer editing
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or details.
3. Check for spelling, grammar, punctuation errors and incomplete sentences, circling or marking them to point them out to the author. The goal is to improve the writing in a positive way through constructive feedback.
Peer Editing Tutorial
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or adding details.
3. Check for errors by circling spelling mistakes, incorrect grammar, or incomplete sentences. The goal is to improve the writing in a positive way.
Tutorial Peer Editing
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or details.
3. Check for spelling, grammar, punctuation errors and incomplete sentences, circling or marking them to point them out to the author. The goal is to improve the writing in a positive way through constructive feedback.
Peer Editing
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or details.
3. Check for spelling, grammar, punctuation errors and incomplete sentences, circling or marking them to point them out to the author. The goal is to improve the writing in a positive way through constructive feedback.
Peereditingtutorial
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or details.
3. Check for spelling, grammar, punctuation errors and incomplete sentences, circling or marking them to point them out to the author. The goal is to help authors improve their writing in a positive way.
Tutorial Peer Editing
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or details.
3. Check for spelling, grammar, punctuation errors and incomplete sentences, circling or marking them to point them out to the author. The goal is to help authors improve their writing in a positive way.
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This document provides an agenda and instructions for a peer review session for revising student essays. It explains that students should have three copies of their draft and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while others follow along and circle errors. The readers will then evaluate the essays based on a list of 14 questions provided, focusing on organization, content, examples, and formatting rather than editing mechanics. The goal is to help each writer improve their paper through revision before the next due date.
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The document outlines the process for a peer review writing workshop. Students will work in pairs to provide feedback on draft essays. Each student will read their essay aloud while their partner follows along. The partner will evaluate the essay based on a 14-step worksheet to assess organization, content, examples, comparisons, and formatting. The goal is to help writers revise their essays, not just edit for grammar or word choice. Students should come prepared with copies of their revised essays for the next class.
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The document outlines Task B which involves 3 steps:
1) Members of a group will each choose 3 other groups' slides to comment on.
2) When commenting, group members must ask questions about whether the word problem, model, or solution is clearly explained and represented.
3) Each group can only comment on another group once to ensure all groups receive feedback.
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The document provides instructions for revising an essay. It tells students to identify key parts of their essay like the thesis and conclusion in the margins. It then explains that students will pass their paper to a peer to get feedback without identifying themselves. The peer reviewer is instructed to carefully read the essay and underline any errors, then answer revision guide questions to provide feedback to the author without directly engaging them. When finished, papers and comments are returned so the author can review feedback and begin revising their essay. A reminder is also given that a self-assessment is due for blog post responses. Students are assigned to review suggestions and submit a revised essay #4.
Peer Review
Peer reviewing involves three steps to help improve a classmate's writing:
1. Compliments - Start by giving positive feedback about what is done well in the writing.
2. Suggestions - Make specific suggestions about word choice, details, organization, sentences, or topic to make the writing better.
3. Corrections - Check for spelling, grammar, punctuation errors or incomplete sentences and mark them with edits. The goal is to help peers improve their writing skills in a positive way.
Tutorial
Peer editing involves students working together to improve each other's writing. It has three key steps: compliments, suggestions, and corrections. For compliments, the editor should point out what they liked in the writing. For suggestions, they can recommend adding details or changing word choice. For corrections, they check for errors in spelling, grammar and punctuation. Peer editing helps students learn to give constructive feedback and improve their writing skills.
Revsion
The document provides instructions for how to effectively conduct peer revision of writing. It explains that peer revision involves classmates helping to improve each other's work rather than a teacher critique. There are three main steps: 1) carefully read the piece twice to understand it from the reader's perspective, 2) start with compliments about what is done well, and 3) make positive and specific suggestions about content, organization, or style to help the author improve the writing. Examples of compliments and suggestions are also provided.
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This document provides an agenda and instructions for a peer review workshop for a college writing class. It outlines that students should have two copies of their draft for Paper 1, one printed and one electronic. It describes a process for students to mark up their drafts for peer review and provide feedback using a worksheet. Students will participate in two rounds of peer reviewing, and then the document provides revision strategies and submission requirements for the final draft of Paper 1.
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This document provides instructions for a peer review session for revising draft essays. It explains that students should have three copies of their drafts and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while the other two follow along and mark errors. The readers will then ask each other a series of questions from the worksheet to provide feedback on organization, content, examples, comparisons, and formatting to help the writer improve the revision. The goal is to help each other revise through discussion rather than just editing mechanics.
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This document provides an agenda and instructions for an in-class peer review session. It will be divided into groups of three students. Each student will have three copies of their draft essay to exchange. The process involves each student reading their essay aloud while the other two follow along and take notes. There are 14 specific questions provided to guide the readers in providing feedback to help the writer improve the organization, content, examples, and formatting of the paper for revision. The focus is on revision, not just editing for grammar or word choice. Students should come to the next class with one copy of their revised essay based on the peer review feedback.
1 a 13 concept essay workshop vocab game
This document provides an agenda for an in-class writing workshop focusing on revision strategies. It outlines the process for peer review, which will be done in groups of three. Students are instructed to have three copies of their draft and a copy of the peer review worksheet. The peer review process involves each student reading their essay aloud while the other students follow along. The reviewers will then provide feedback based on the questions on the worksheet, focusing on revision rather than just editing. The goal is to help each writer improve their paper's organization, content, use of sources, and MLA style. Students are asked to revise their Essay #3 and bring one clean copy to the next class.
1 a 13 concept essay workshop vocab game
This document provides an agenda and instructions for an in-class peer review session. It outlines the following key points:
1. Students should bring three copies of their draft essay and a copy of the peer review worksheet.
2. Peer reviews will be conducted in groups of three, with each student reading their essay aloud while the others follow along.
3. Reviewers will use the peer review worksheet to evaluate elements like organization, thesis, examples, and formatting rather than editing for spelling/grammar.
4. The goal is to help writers revise and improve their essays through feedback, not simply edit them. The instructor will be available to answer any questions during the process.
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The document provides instructions for writing an essay. It discusses what an essay is, the purpose and structure of writing, and the steps of the writing process. It then focuses on how to write an argument essay, outlining the 5 main steps: reading the essay prompt, underlining key words, getting ideas on whether to take a 'for' or 'against' position, deciding on an organizational layout, and writing the essay. Finally, it provides some useful transition words and phrases and an example essay.
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This document outlines the three step process for peer review when editing a rough draft. The first step is to compliment the author by noting things that were liked about their writing. The second step is to make specific suggestions about word choice, details, organization, sentence length, topic, and whether dialogue is present. The third step is to mark any spelling, grammar, or punctuation mistakes directly on the writing. Next steps include marking the lesson as complete, revising the draft, and submitting a final copy by Friday along with a self-assessment.
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The document provides instructions and an agenda for a writing workshop class. It outlines the following: 1) There will be a vocabulary test and writing workshop. 2) Students will identify parts of their essay in preparation for peer review. 3) Peer reviewers will carefully read essays and answer revision guide questions. 4) Writers will receive feedback and revise their essays. 5) A self-assessment of blog posts is due by email before Friday. 6) Optional office hours will be held on Monday for help revising Essay #4 prior to its deadline.
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This document provides guidance and samples for students to conduct peer review of essays. It includes a checklist for Essay 3 requirements, which instructs students to print and staple their essay with a completed peer response sheet. Students are asked to give their essay to a classmate to review based on an 8 question peer response sheet they create. Sample peer response questions are provided to help students structure their feedback. The document also includes examples of citations in APA format that require correction. Students are recommended to participate in peer review either by meeting in person or exchanging papers digitally along with the completed peer response sheet.
Peer Editing Tutorial
This document provides a tutorial on peer editing. It explains that peer editing involves working with classmates to improve each other's writing. The tutorial outlines a three step process for peer editing: [1] providing compliments on what was done well in the writing, [2] making specific suggestions for improvement, and [3] correcting errors in spelling, grammar and punctuation. Examples of compliments, suggestions and corrections are provided. The purpose is to help students learn how to critically and constructively review a peer's writing while staying positive.
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This document provides instructions for an activity called a carousel. It outlines a 3 step process where students are initially split into expert groups to research a topic, then regrouped to share their findings, and finally come back together as a class to discuss insights and questions. Students become experts in their initial groups before reforming as teachers to their new groups to explain what they learned.
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Tutorial Peer Editing
The document provides a 3-step process for peer editing writing assignments:
1. Give compliments by pointing out what the author did well such as good details or word choice.
2. Make suggestions respectfully by offering ideas to improve clarity, word choice, organization, or details.
3. Check for spelling, grammar, punctuation errors and incomplete sentences, circling or marking them to point them out to the author. The goal is to help authors improve their writing in a positive way.
1 a 15 concept essay workshop
This document provides an agenda and instructions for a peer review session for revising student essays. It explains that students should have three copies of their draft and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while others follow along and circle errors. The readers will then evaluate the essays based on a list of 14 questions provided, focusing on organization, content, examples, and formatting rather than editing mechanics. The goal is to help each writer improve their paper through revision before the next due date.
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The document outlines the process for a peer review writing workshop. Students will work in pairs to provide feedback on draft essays. Each student will read their essay aloud while their partner follows along. The partner will evaluate the essay based on a 14-step worksheet to assess organization, content, examples, comparisons, and formatting. The goal is to help writers revise their essays, not just edit for grammar or word choice. Students should come prepared with copies of their revised essays for the next class.
Rwpc b
The document outlines Task B which involves 3 steps:
1) Members of a group will each choose 3 other groups' slides to comment on.
2) When commenting, group members must ask questions about whether the word problem, model, or solution is clearly explained and represented.
3) Each group can only comment on another group once to ensure all groups receive feedback.
Class 18
The document provides instructions for revising an essay. It tells students to identify key parts of their essay like the thesis and conclusion in the margins. It then explains that students will pass their paper to a peer to get feedback without identifying themselves. The peer reviewer is instructed to carefully read the essay and underline any errors, then answer revision guide questions to provide feedback to the author without directly engaging them. When finished, papers and comments are returned so the author can review feedback and begin revising their essay. A reminder is also given that a self-assessment is due for blog post responses. Students are assigned to review suggestions and submit a revised essay #4.
Peer Review
Peer reviewing involves three steps to help improve a classmate's writing:
1. Compliments - Start by giving positive feedback about what is done well in the writing.
2. Suggestions - Make specific suggestions about word choice, details, organization, sentences, or topic to make the writing better.
3. Corrections - Check for spelling, grammar, punctuation errors or incomplete sentences and mark them with edits. The goal is to help peers improve their writing skills in a positive way.
Tutorial
Peer editing involves students working together to improve each other's writing. It has three key steps: compliments, suggestions, and corrections. For compliments, the editor should point out what they liked in the writing. For suggestions, they can recommend adding details or changing word choice. For corrections, they check for errors in spelling, grammar and punctuation. Peer editing helps students learn to give constructive feedback and improve their writing skills.
Revsion
The document provides instructions for how to effectively conduct peer revision of writing. It explains that peer revision involves classmates helping to improve each other's work rather than a teacher critique. There are three main steps: 1) carefully read the piece twice to understand it from the reader's perspective, 2) start with compliments about what is done well, and 3) make positive and specific suggestions about content, organization, or style to help the author improve the writing. Examples of compliments and suggestions are also provided.
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This document provides an agenda and instructions for a peer review workshop for a college writing class. It outlines that students should have two copies of their draft for Paper 1, one printed and one electronic. It describes a process for students to mark up their drafts for peer review and provide feedback using a worksheet. Students will participate in two rounds of peer reviewing, and then the document provides revision strategies and submission requirements for the final draft of Paper 1.
Letter opener
The document provides instructions for an icebreaker activity called "Letter Opener" where each group member writes one letter on an index card without sharing them. The group then works together to arrange the letters into words attached to each other like a crossword puzzle. The group can change one letter for every four members. After completing the activity, the document lists questions to discuss the group's process of collaboration, leadership, communication, and problem-solving.
1 a 15 concept essay workshop
This document provides instructions for a peer review session for revising draft essays. It explains that students should have three copies of their drafts and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while the other two follow along and mark errors. The readers will then ask each other a series of questions from the worksheet to provide feedback on organization, content, examples, comparisons, and formatting to help the writer improve the revision. The goal is to help each other revise through discussion rather than just editing mechanics.
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This document provides an agenda and instructions for an in-class peer review session. It will be divided into groups of three students. Each student will have three copies of their draft essay to exchange. The process involves each student reading their essay aloud while the other two follow along and take notes. There are 14 specific questions provided to guide the readers in providing feedback to help the writer improve the organization, content, examples, and formatting of the paper for revision. The focus is on revision, not just editing for grammar or word choice. Students should come to the next class with one copy of their revised essay based on the peer review feedback.
1 a 13 concept essay workshop vocab game
This document provides an agenda for an in-class writing workshop focusing on revision strategies. It outlines the process for peer review, which will be done in groups of three. Students are instructed to have three copies of their draft and a copy of the peer review worksheet. The peer review process involves each student reading their essay aloud while the other students follow along. The reviewers will then provide feedback based on the questions on the worksheet, focusing on revision rather than just editing. The goal is to help each writer improve their paper's organization, content, use of sources, and MLA style. Students are asked to revise their Essay #3 and bring one clean copy to the next class.
1 a 13 concept essay workshop vocab game
This document provides an agenda and instructions for an in-class peer review session. It outlines the following key points:
1. Students should bring three copies of their draft essay and a copy of the peer review worksheet.
2. Peer reviews will be conducted in groups of three, with each student reading their essay aloud while the others follow along.
3. Reviewers will use the peer review worksheet to evaluate elements like organization, thesis, examples, and formatting rather than editing for spelling/grammar.
4. The goal is to help writers revise and improve their essays through feedback, not simply edit them. The instructor will be available to answer any questions during the process.
16 How To Write An Essay11 Pagaa
The document provides instructions for writing an essay. It discusses what an essay is, the purpose and structure of writing, and the steps of the writing process. It then focuses on how to write an argument essay, outlining the 5 main steps: reading the essay prompt, underlining key words, getting ideas on whether to take a 'for' or 'against' position, deciding on an organizational layout, and writing the essay. Finally, it provides some useful transition words and phrases and an example essay.
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This document outlines the three step process for peer review when editing a rough draft. The first step is to compliment the author by noting things that were liked about their writing. The second step is to make specific suggestions about word choice, details, organization, sentence length, topic, and whether dialogue is present. The third step is to mark any spelling, grammar, or punctuation mistakes directly on the writing. Next steps include marking the lesson as complete, revising the draft, and submitting a final copy by Friday along with a self-assessment.
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This document provides an agenda and instructions for a class. It outlines that students can improve their grade by revising an essay due on Friday and retaking a vocabulary test. It then provides instructions for an in-class writing workshop where students will revise Essay #4 by identifying different parts of the essay. Students will then exchange papers and provide feedback using a revision guide. A self-assessment of blog posts is also due by Friday noon. Homework includes revising the essay based on suggestions, preparing for a vocabulary test, and submitting materials by the deadlines.
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The document provides instructions and an agenda for a writing workshop class. It outlines the following: 1) There will be a vocabulary test and writing workshop. 2) Students will identify parts of their essay in preparation for peer review. 3) Peer reviewers will carefully read essays and answer revision guide questions. 4) Writers will receive feedback and revise their essays. 5) A self-assessment of blog posts is due by email before Friday. 6) Optional office hours will be held on Monday for help revising Essay #4 prior to its deadline.
Peer respose sheet essay 3
This document provides guidance and samples for students to conduct peer review of essays. It includes a checklist for Essay 3 requirements, which instructs students to print and staple their essay with a completed peer response sheet. Students are asked to give their essay to a classmate to review based on an 8 question peer response sheet they create. Sample peer response questions are provided to help students structure their feedback. The document also includes examples of citations in APA format that require correction. Students are recommended to participate in peer review either by meeting in person or exchanging papers digitally along with the completed peer response sheet.
Peer Editing Tutorial
This document provides a tutorial on peer editing. It explains that peer editing involves working with classmates to improve each other's writing. The tutorial outlines a three step process for peer editing: [1] providing compliments on what was done well in the writing, [2] making specific suggestions for improvement, and [3] correcting errors in spelling, grammar and punctuation. Examples of compliments, suggestions and corrections are provided. The purpose is to help students learn how to critically and constructively review a peer's writing while staying positive.
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This document provides instructions for an activity called a carousel. It outlines a 3 step process where students are initially split into expert groups to research a topic, then regrouped to share their findings, and finally come back together as a class to discuss insights and questions. Students become experts in their initial groups before reforming as teachers to their new groups to explain what they learned.
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This document provides instructions for an activity called a carousel. It outlines a 3 step process where students are initially split into expert groups to research a topic, then regrouped to share their findings, and finally come back together as a class to discuss insights and questions. Students become experts in their initial groups before reforming as teachers to their new groups to explain what they learned.
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This document outlines the agenda and process for an in-class writing workshop focused on revision. It provides instructions for students to prepare two copies of their drafts and worksheets. Students will work in pairs, taking turns reading their essays aloud while their partner follows along. The partner will use the worksheet to evaluate the essay based on criteria like organization, thesis, examples, comparisons, and concluding paragraph. The goal is revision feedback rather than editing for grammar or word choice.
1 a 15 concept essay workshop
This document provides an agenda and instructions for a peer review session to provide feedback on draft essays. It outlines three preparation steps for students to bring multiple copies of their drafts and worksheets. The peer review process will have students work in groups of three to read essays aloud and have readers follow along and mark errors while refraining from direct edits. Readers will use a worksheet to evaluate elements of the essays like organization, thesis, examples, comparisons, and provide final thoughts to help writers improve their papers through revision. The agenda concludes by instructing students to get into their groups and begin the peer review with the oldest student reading first.
Discussing Assigned Readings Online in Educ 428
The document provides guidelines for students in an online course to discuss assigned readings with their color groups using the Moodle platform. Students are instructed to write a response for each reading summarizing the content, including 4 highlights from the text with reflections, and posing 1 lingering question. They then post their response on Moodle for their group to discuss using annotation comments. Deadlines are provided for posting responses and discussing classmates' responses for different class dates. Detailed instructions are given for writing the response, posting it, and annotating others' posts with comments and questions to facilitate discussion.
Peer Review—OWL
Looking at writing from the READER's POV. Pointers for how to write for readers; pointers for peer editing in class. by the Purdue Online Writer's Lab
1 a 15 concept essay workshop
This document provides an agenda and instructions for a peer review session for revising essay drafts. It explains that students should have three copies of their draft and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while others follow along and circle errors. The readers will then evaluate the essays based on a list of 12 questions about organization, thesis, examples, comparisons, and formatting. The goal is for writers to improve their papers through revision feedback rather than direct editing.
Raina Lyons ENGL 2003 Maj Assign 1 Powerpoint Lecture Part 1.pptx
This document provides guidance on analyzing, drafting, and revising an essay. It instructs the reader to choose an existing essay they have written, then analyze it by considering questions about stylistic choices, rhetorical situations, and use of sources. The reader is also prompted to think about these same elements in essays written by other authors as examples. The purpose is to help the reader critically examine their own writing and that of others to inform revisions through brainstorming activities.
Ewrt 1 a class 25
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.
Ewrt 1 a class 25
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for the peer review process, requiring students to have two copies of their drafts, one for their partner and one for themselves.
2. A list of elements for students to mark in their essays, such as the introduction, thesis, examples, and sources.
3. Steps for the peer review process, including reading aloud and providing feedback focused on revision based on an evaluation worksheet.
4. The evaluation worksheet includes questions about organization, content, examples, formatting, and sources to guide feedback.
5. Instructions that this is a revision not editing session, and to focus
September 15 (71)
This document discusses the process of peer review for student writing assignments. It provides guidance on how to effectively review a classmate's writing draft, including:
1) Marking specific places in the text where you are confused with an "X" and asking the writer to explain their ideas
2) Asking "So what?" questions if you cannot see the point of a section to help the writer connect their ideas to the overall paragraph
3) Leaving final decisions up to the writer while offering examples, details, and constructive feedback
The document also outlines the steps students should take to conduct peer review in a group, such as reading drafts aloud, using color-coded highlighting for comments, and discussing each paragraph as
1 a 15 concept essay workshop
The document provides an agenda and instructions for a peer review session for revising student essays. It explains that students should have three copies of their draft and a peer review worksheet. They will work in groups of three, taking turns reading their essays aloud while the other students follow along and mark errors. The readers will then use the worksheet to provide feedback on the organization, thesis, examples, comparisons, images, conclusion, and formatting based on a list of questions. The goal is revision rather than just editing for grammar or word choice. The oldest student in each group should read their essay first.
Eng112.jan20
The document provides guidance for students on their Inquiry 1 assignment. It discusses expectations for the essay, including writing for an academic audience, including a clear thesis, summarizing the source text, and using quotes to support arguments. It offers tips for developing an argument based on themes in the source text and choosing a focused approach. The document also provides advice for students' reflective blogs, including being careful with language and proofreading, and shares exemplary blog posts. It includes discussion questions for analyzing the source essay "Mother Tongue."
Step One Write a draft of your paper. (A minimum of 2 FULL pages) .docx
Step One: Write a draft of your paper. (A minimum of 2 FULL pages)
Step Two: Log into ecampus and mail a copy of your paper to your peer review partner and CC a copy to me. (You don’t have to do this through ecampus if you have both their email address and my email address directly.) In the body of the email you should ask your partner to focus on certain aspects of your paper about which you have concerns. DO NOT FORGET TO ATTACH THE WORK. If you do not attach the work you will not receive credit for the assignment.
Please note:
If you are late in submitting your paper to your partner or to me, or do not email your partner, you will lose a full letter grade.
Step Three: Read your partner’s work carefully and thoroughly—a
critical
reader. A critical reader questions the paper’s argument and looks for appropriate use of rhetorical strategies, such as good supporting evidence, organization and structure, and voice.
Use ‘track changes’ or the comment box feature in Word to document your peer review.
**You must make notes in the margins (suggestions include: structural issues, organization issues, transitions, word choice, awkward phrases, argument fallacies, citation problems, missing evidence, etc.). Use track changes, comment boxes in the review section, or even write inside the draft with a different font color.
Step Four: Compose a one-page single-spaced feedback letter with specific, constructive advice. This letter should be directed toward your partner. It can be a somewhat informal tone, but it should be the type of letter you would want to receive. You should address the points I have listed (you can use bullet points or any other type of list format). Use professional formatting.
Plan to address (at the bare minimum):
The Introduction: Does the author have an interesting hook? Is there enough context to situate the reader? Is there evidence of the current conversation?
The Thesis: Is the thesis clear, concise and compelling? Does it provide a road map for the rest of the paper? Is the topic narrow enough for a 4+ page paper?
Support & Evidence: Does the author use sources appropriately? Do you feel as though the author maintained his or her voice throughout the paper? Are the quotes properly contextualized (i.e. no hanging quotes that are plopped into a paragraph without explanation)? Are the citations correct? Does the author seem to have a solid understanding of the current scholarship about his or her topic?
Structure: Does the author have a logical progression of ideas? Does the evidence support the author’s claim? Does the author make use of effective argument techniques (AKA explain ethos, pathos, and logos within their advertisement well and with support)?
Transitions: Does the author move smoothly from one paragraph to the next? Is there a sense of logical development?
Writing Issues: Are there any issues with mechanics (punctuation, grammar or style) that need to be addressed?
Step Five: Log into ecampus and m.
Peer Revision Ppt
The document provides guidance on how to conduct effective peer revision of writing. It outlines a three step process: [1] providing compliments to stay positive, [2] making suggestions for improvement, and [3] correcting spelling, grammar and punctuation errors. Students are instructed to focus feedback on strengthening the thesis, supporting reasons, use of evidence, elaboration and fluency. The goal is to help peers improve their writing while maintaining a constructive tone.
Class 23 final writing workshop 4
This document provides an agenda for a writing workshop class. It includes instructions for students to pass their papers around for peer review based on a revision guide. Students will identify different parts of their essay and receive feedback. For homework, students are instructed to review the feedback, revise Essay #4, and submit it electronically by the due date.
Class 22 final writing workshop 4
This document provides an agenda for a writing workshop class. It includes instructions for students to pass their papers around for peer review based on a revision guide. Students will identify different parts of their essay and receive feedback. For homework, students are asked to review the feedback, revise Essay #4, and submit it electronically by the due date.
Class 21 final writing workshop 4
This document provides instructions for students to finalize their Essay #4. It includes:
1. Instructions for students to complete a writing workshop participation assignment for 20 points.
2. A revision guide for students to use to review their draft of Essay #4, checking formatting elements like headers, citations, and works cited pages.
3. Directions for students to peer review each other's essays by underlining errors, answering revision guide questions, and providing feedback without editing.
4. Homework assigned is for students to review feedback, revise Essay #4 accordingly, and submit it electronically by the given deadlines.
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Peer editing
- 1. Peer Editing
- 2. Step 1 In groups of 3-4 to four you will do the following: 1. Each person will take a turn in reading their paper out loud. While the reader is reading his or her paper the listeners are: a. First time: making a chart of likes and dislikes about the paper b. Second time: writing down comments, questions, and suggestions to improve the paper. 2. Once the reader has read the paper twice then while the reader remains silent and writes down the feedback the rest of the group will take turns explaining their feedback. 3. Repeat until all have completed the task in the group.
- 3. Step 2 In your group switch papers and read someone’s paper silently and do the following: a. Fill out the peer editing form b. Make comments in the margins of their paper
- 4. Peer Editing Is thesis strong and concise? If not, how does it need help? Is paper in MLA format? Do citations follow MLA format? Is syntax concise? Do paragraphs follow an organized structure? Do the details and development prove the thesis? Are commas in the correct place? Are verbs concise and powerful? There should not be any contractions, are there any?
- 5. Do not start a sentence “I think,” “I believe,” “In this essay I will,” “In conclusion,” or anything of the like. If your partner has any of these please correct them for him or her. Is the paper general or specific? Are their any spelling errors or typos? If there are any first personal pronouns (I, we, you, our) please make them and fix the sentence for him or her. Does each paragraph have a topic sentence for each paragraph that relates to the thesis Does this have an academic voice? Finally, look over the writing rubric and explain to your partner what he or she needs to do to improve.