• For first / early versions / drafts, read your groupmates’ draft and respond to these prompts. When you comment, ensure that
  • For other versions
  • Help the writer recognize how she or he is (or is not yet) addressing all parts of the assignment. the writer knows 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.