By today, you should have read Z&D on drafting, revising, and peer groups (pp. 164-201)
Today, we will....
(1)--Discuss the stop/start/continue
- Making things harder than they are.
- Readings are too long and there are too many of them.
- Explain in more detail & post assignments ahead of time.
- Give more flexibility to the weekly reflections.
- Give more examples.
- Many students liked the group work & workshop time in class to work on assignments,
- Many students liked that we have no exams in this class.
(2)--Peer workshop for the first drafts of the Explanation of Teaching
- start by asking questions, so that you can address the writer's concerns:
- What is the writer trying to do?
- Who is his/her audience?
- How is it going so far?
- What does he/she want you to focus on?
- respond to global issues (not local) & the writer's concerns on a first draft
- always start with something positive
- you can listen to the whole draft, or interrupt the writer if you have a question
- take notes, and be prepared to give them to the writer at the end of the session
- do not rewrite the paper, or take control of it; be as nondirective as possible.
- be sure the writer talks more than you do.
- look over the writer's shoulder; don't hold the paper or write on it.
- if the writer is reading too fast, ask them to slow down.
- be honest: constructive criticism requires that you confess when you are confused, or question a paper that doesn't seem to meet the assignment. The writer is relying on you to help them succeed.
- keep an eye on the clock so that everyone gets a chance.
We will work with model papers first in pairs; each student will be both the peer tutor/teacher and the student. We will discuss what went well and what was difficult.
Secondly, you will share your first draft with your partner. Use the same strategies you used with the model papers.
(3) We might start keeping notes on how this piece of writing ought to be assessed.