Lesson objective(s): Revise the papers of the students whose work is being workshopped, and help other students think about revision for themselves.
Total estimated time: 80 minutes, possibly spread over two class periods.
Students will have a draft of their papers due before the actual due date and will be able to revise. Students will be able to use what they’ve learned to critique their peers’ work. Students can engage with the work their peers are doing.
Course work or assignment underway:
The critical survey.
Work and/or reading completed before class:
Students will have completed a draft of the critical survey, and will also be familiar with at least some of the literature cited by their peers.
I will also have them write a cover letter ahead of time, Kerry Walk-style.
Sequence of Classroom Activities:
First, I’ll do one workshop publicly. I will have that student volunteer for this ahead of time, maybe just the week before. (My pitch: You get feedback from more people, and you’ll get to go first, so you’ll already have it out of the way!) Afterward, I will have students break up into groups of three and have them workshop each other’s papers. This may take place over the course of two class periods.
Students will read the cover letter and the paper. Then, they will each write down two things they liked and two suggestions for revision. (7 minutes)
We will discuss strengths and weaknesses of the draft. Since this is for the critical survey, I will focus the discussion on students’ use of sources. This can be difficult for them. (20 minutes)
At the end of the discussion, we will sum up what’s been said. (5 minutes)
Then, students will break up into groups of approximately three. If there’s one group that must be larger than the others, the author of the paper that was workshopped publicly will be in that group. (3 minutes)
Students will follow the same procedure we just demonstrated for each paper in the group. Since the groups are smaller, the discussions may be shorter. (15 minutes/paper=~45 minutes)