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Writing Group Etiquette

Writing Group Etiquette. English 9. Goal:. To provide each writer with responses that keep them them writing and helps them improve their work. . Procedures:. Divide the time equally (8-10 minutes/person) The writer reads his/her work aloud without apologizing for it

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Writing Group Etiquette

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  1. Writing Group Etiquette English 9

  2. Goal: • To provide each writer with responses that keep them them writing and helps them improve their work.

  3. Procedures: • Divide the time equally (8-10 minutes/person) • The writer reads his/her work aloud without apologizing for it • Before or after reading (writer’s choice), the writer should give an Author’s Note • The writer guides response talk---he/she decides what is allowable and what is off limits • After group time, write a reflective piece about what happened and what you will do next

  4. Stage I: Support and Encouragement • Reminding: “This reminds me of something I experienced/read/think about. What happened to me was….” • Sayback: “I think I know what you’re saying. You’re saying that….”

  5. Stage I: Support and Encouragement • Pointing: “I really liked this part right here because….” “The part of your writing that really sticks with me is…” • Background: “Where did you get this idea? Tell me what prompted you to write this piece.” • These responses show that someone is listening carefully and is not evaluating.

  6. Stage II: Identifying Trouble Spots • Directed Response: As a writer say, “As I was writing this piece, the part that was really hard was ___________. It was hard because ____________. What did you think about this?” • Stars and Squiggles: “As I read, put a star in the margin next to anything you particularly like, and put squiggly lines under anything you are confused by or don’t like. I’ll ask you to explain your marks when I’m done.”

  7. Stage II: Identifying Trouble Spots • Movie of Mind: “I’m worried about this part here. I want you to describe what you were thinking about and expecting as I read up to this point, what happened to you when I read this part, and then what happened as I moved on into this next part. Give me a movie of your mind as I read. I’m interested in different movies different readers had as I read.”

  8. Stage II: Identifying Trouble Spots • Ask Quiet Writer for Guidance: “As a responder, ask “Is there anything in this piece that was difficult for you? Do you want specific response?”

  9. Stage III: Process Strategies • If this were my house: As a reader, you really want to make a suggestion you think is an improvement, but it’s the writer’s text. Try this: “If this were my house (and it’s not mine, it’s yours, and you know far more what you’re doing than I do), I’d redecorate it by ____________ .

  10. Writing Author’s Notes • Gives responders information they need to know in order to give the author good feedback.

  11. Author’s Notes • They should contain 3 things: 1. Where the text is in the process of development (first draft, ninth draft, a free-write, an attempt to fix the second half, etc.) 2. Your assessment of the piece (I like this about it because…I am worried about it because….) 3. Any general sort of response you want or specific questions you want answered (“Today I think I need support and encouragement” “I’m worried about how I describe my grandmother here, so I want you to tell me how you imagine her from what I give you”)

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