1. Roll
2. Questions on peer critiques?
3. Collect documents from last week’s peer critiques for HW credit
4. Review Revision techniques.
Some ideas:
· Peer Review worksheets (posted/emailed)
- Reading backwards technique
- Cutting paper technique
5. Grammar Overview and Questions
6. Group Revision Exercise (for BA8)
7. Review Brief Assignment 8 (due Monday by 11:59 p.m.)
Textbook: Chapter 8 pp.286-305 Assignment: Brief Assignment 8
Objective: To practice revising the structure and language of your argument
Purpose: After you have written several drafts of an essay, one of the final steps of revision prior to a last proofreading is to look closely at the sentence structure and language you have used to argue on behalf of your claim. This assignment enables you to practice these revisions on a single paragraph before working through the rest of your argument in the same way.
Description: To complete this assignment, use the guidelines in Chapter 42 of the online handbook to revise one substantial body paragraph (i.e. between 6 – 8 sentences in length) from your 2.1 draft. Consider matters of organization, language, word choice, and grammar and mechanics as you revise. You will need to make significant revisions to your original paragraph. Include both the original and the revised paragraphs.
You will also need to include 1) a statement of your thesis, so that your instructor knows the context in which these paragraphs were written, and 2) a paragraph evaluating the revisions you have made and their impact on the audience, purpose, and meaning of your draft as a whole.
Scoring Guide:
C1—Focus
Does the student thoroughly examine the quality and specificity of the body paragraph? Does the student use this examination to guide his or her revisions to the body paragraph?
C3—Sources and Evidence
Does the student’s revised paragraph show noticeable improvement? Does the student support his or her critique by directly referring to specific parts of his or her body paragraph? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5—Own Perspective
Does the student show authority in relaying his or her perspective about what should be revised in the body paragraph and in justifying the effectiveness of the revisions that he or she has made?
C6—Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the revisions her or she has made?
C7—Communication
How effectively is the revised version of the body paragraph delivered? Does the student communicate his or her critique of the revisions effectively? Has the student organized his or her critique effectively? Are both the revised introduction and the critique relatively free of grammatical errors?
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