Today, for writing into the day, we answered questions about workshopping. Then, we discussed the handouts about reflections for workshop and instructor comments and the definitions of revision (re-vision) and workshopping. After that, we got into small groups and made a list of do's and don't's of workshopping using "Responding - Really Responding - to Other Students' Writing" and our past experiences with workshopping. We made a class list of the Do's and Don't's, which is as follows:
Do
- Write in full sentences
- Be polite
- Give suggestions
- Give as many praises as criticisms
- Ask questions
- Be specific
- Go through a mental checklist
- Make changes
- Take your time
- Speak like you are speaking to a friend
- Be impartial
- Ask the writer what he/she wanted the reader to understand from the paper/what the original message is
- Consider what draft the writer is on
- Don't be an ass or get too personal
- Don't abbreviate
- Don't use read pen
- Don't act like a teacher
- Don't lie
- Don't be short and sweet
- Don't write over the writer's work
- Don't be general
- Don't just say that you "wouldn't change a thing"
- Don't rush through the paper
- Don't doodle on the paper
We read a newspaper article about a 6-year-old boy who took his mother's car to go see his dad. We picked a perspective in the article and each person wrote a narrative from that point of view. Then, we used the following steps to workshop Megan's narrative:
- The writer address 2-3 concerns about the work
- The writer reads the paper aloud
- The writer and readers discuss the paper. The writer asks questions and pushes readers to explain criticism.
For the last five minutes, we got into partners and workshopped one of the partner's narratives.
Homework
- Finish writing your first draft of the Exploratory Proposal. (It must be four pages.)
- Post a copy of your draft to your blog before class.
- Bring four hardcopies of your draft with you to class.
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