[no subject]

From: Dan Lupo <dlupo -at- VNET -dot- IBM -dot- COM>
Date: Thu, 17 Nov 1994 08:54:28 CST

I would like to offer a comment on the following excerpt:


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:

1. My students (I'm typically teaching 2nd year community
college students) don't have the skills to critique.

2. Students are terrified to be "mean" because they know their
turn is coming. I try to make sure positive as well as negative
things are pointed out, but they're still shy about speaking up.

Students ARE terrified about critiquing others' drafts. To help them
overcome their reticence, I offer my students a critiria sheet, which
gives them class-sanctioned categories for offering criticism. They are
no longer forced to give personal impressions as critiques--which can
get them in trouble with their peers and probably doesn't provide much help.

Rather, with a criteria sheet, they
have a common language for talking about the rhetorical issues in their
drafts, issues we have discussed, defined, exemplified in samples,
etc. Also, I use Linda Flower's strategy for peer feedback: I ask
students to identify what rhetorical issue they are commenting about; to
say WHY they think the draft either succeeds or fails in terms of that
issue; and to offer specific, concrete advice for improving the draft's
weaknesses.I have had good success with both of these approaches.

Dan Lupo

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