This first 30 minutes of class will be silent. We will not talk to the person who has our draft. We will keep reading, re-reading, and writing notes that will help us discuss the draft.
I. Exchange drafts with a partner
II. Read Draft once all the way through, marking only places that you are confused are are particularly good (without comments)
III. Identify and write down what you consider their "thesis sentence." Now rephrase their thesis in your own words. If you cannot find a thesis, mark that.
III. Identify 4 things:
1.) At least one spot in the draft you are reading where you were confused; explain why in "readerly" terms ("I was confused when. . .because. . ." rather than "your sentences are confusing)
2.) At least one place where the ideas seem "thin" and may need more development/elaboration
3.) At least one place where you do not see the significance of what the other person is saying--why is it there? so what?
4.) At least one place where you could play "devil's advocate" or 'object' to the writer's ideas.
IV. Check for grammar/spelling/syntax errors.
V. Edit for "style" (if you think things can be said better).
VI. Write a final "summary" of the review. What are its "strong points" what are its "weak points" Make two-three suggestions for revision.
For the remaining 15-20 minutes of class, discuss your notes on the student's draft. This is also the time when you can raise your hand and ask me questions.
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