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> When I teach, I encourage students to do revisions. I believe that they
> will learn more by revising a paper than by just sticking in a folder
> marked "Finished Homework" (or lining the bird cage with it), even if
> all they do is change the suggestions I've marked.
> This method works well. However, I've also tried doing in-class reviews,
> where the class goes over two or three papers and critiques them. As you
> might expect, I've run into problems:
I've taught and used this method abraod, with a major
cultural adaptation -- which you might like to try.
At about mid-term, when everyone had produced at least
three papers of about five pages in length:
I divided students into groups of four. They received
a paper written by someone in another group; the
papers were distributed 'blind' - - i.e., I knew who
the authors were, but the re-writers didn't.
The assignment: to critique the paper and re-write it - -
each student taking at least one page; yes, they had
to collaborate, so the style was consistent.
The public critique was a re-reading of the paper with
one student introducing each section with the formal
critique which had been jointly written, the reasons for the
changes - - difficulties encountered, and so on.
It worked very well. No one lost face, everyone
gained some experience, both critiquing and re-writing.