Peer Response Day 1!
Today we start the peer responses!!
This is when it gets tricky -- because if you're not doing the work then you don't have anything to show your fellow peers. And if you have nothing to show, then you don't get the feedback you need to successfully revise and edit your work. And if you don't have the constructive criticism and the revision, then you don't have the evidence required for your final portfolio.
For first / early versions / drafts, read your groupmates’ drafts and respond to these prompts. When you comment, ensure that you help the writer recognize how she or he is (or is not yet) addressing all parts of the assignment. The writer needs to know specifically the sections of her or his draft that is the focus of your comment. Ensure that your comment / response helps the writer understand “why” you make the comment; you can do this most easily by adding “because" to your response. In other words, if you don’t think a section is clear, say it isn’t clear and then tell why (because . . . .).
- Where do you think the writer loses touch with her or his audience? Why?
- One way this might happen is a writer slipping into the use of "you" when she or he means "I" or "we" or a certain group.
- Another way might be including information that is not necessarily useful for the audience or that might even be inappropriate for that particular audience.
- Where does this draft lose focus on its purpose? Why?
- This might mean that the writer is providing information that does not help us know her or him better.
- Where does the writer need to add more information, and why?
- In particular, when relevant, where is the writer making assertions or providing information that either needs support or that seems to be coming from another source that needs to be cited / documented? Help the writer identify places where she or he needs to consider integrating research to support a claim or strengthen a position; and / or help the writer recognize where she or he may be using information from research and has not yet cited / documented that properly.
- Consider the various kinds of information that readers will expect, and identify places where readers would want to know more, and why.
- Where does the writer need to consider reducing or eliminating information, and why?
- How else could the writer consider arranging the different parts / sections of this piece (organization)? Why? How?
- Identify sections that seem out of place or places where you expected different information. How would use of section headings help readers?
- Include at least one comment / response that identifies one particular section that you connected with, as a reader and classmate.
Remember that you need to remain on-track with these drafts and peer responses. Whether you keep them all as separate files in your OneDrive folder, or are keeping track of them in the Blackboard Discussion Forums, that is dependent upon your preferences. Just remember that if you don't stay on top of this and keep track of the revision process -- it will impact your final portfolio grade.
- Remain on-task with your revisions, peer response, and your group timeline.
- If you did not have time to finish reviewing everyone's work today -- you need to set aside that time outside of class to finish. Or work that into your timeline.
- Remember that the group timeline, in a way, is the due dates that you gave yourself to help you finish this semester. you have 11 days left in-class with me -- not including today. Make those days count!