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Using Whole Class Workshops as Peer Review

Using Whole Class Workshops as Peer Review. Stephanie Weaver September 4, 2013. Whole Class Workshop. 2-3 weeks of class Students are divided into 3-4 groups (depending on how many essays you workshop per class)

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Using Whole Class Workshops as Peer Review

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  1. Using Whole Class Workshops as Peer Review Stephanie Weaver September 4, 2013

  2. Whole Class Workshop 2-3 weeks of class Students are divided into 3-4 groups (depending on how many essays you workshop per class) Each group is responsible for bringing in written comments on one essay per class Students receive essays the class before it will be workshopped The essay’s author is responsible for getting the workshop started, having questions prepared, etc.

  3. Set-Up Students sign up for a day to workshop (3-4 students per class) Arrange students into response groups Set up a system for students to exchange papers (bringing hard copies to class, sharing via Bb or email, etc.) Have a plan in place for when a student does not distribute his paper in time (It almost always happens.)

  4. Set-Up

  5. Workshops I try to be as hands-off as possible during workshops. I sit outside the circle and do my best to not speak unless asked a direct question until the end of the time allotted for a particular paper (usually 15-20 minutes). It will take students a few classes to really get used to the workshop format. If there are lulls, encourage the essay’s author to ask more questions. Sometimes, students will get distracted by organization or stylistic issues when an essay really needs more analysis. I will sometimes intervene by posing group brainstorming sessions, asking students to give the author some ideas for places she might take her argument.

  6. Pros Cover more issues with a larger number of students than with individual comments/conferences or even group conferences/peer review The important rhetorical moves or writing concepts I’m hoping to focus on with a particular assignment get reiterated many, many times, until students begin really teaching them to each other. Builds a sense of a writing community

  7. Cons TIME – this activity will take up a lot of class time and a lot of instructor time outside of class Logistics – it’s not always easy to make sure that everyone has what they are supposed to have when they are supposed to have it. It’s a good idea to have some back-up plans for those days when you end up having only one essay to discuss.

  8. Response Questions One of the best ways to encourage good discussion is to give students questions to guide their responses to the essays they review. Here are two assignments that are common in ENGL 101 and 102. Divide into small groups and write a few questions for each one that you might consider giving students to guide their reviews.

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