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Three Hour Peer Revision–Help?

posted: 6.20.07 by Barclay Barrios

OK, so the grad students will have rough drafts of their final papers this evening. We’ll work together to come with a rubric for grading them and then they’ll do peer revision. But the class is three hours long so I’m trying to think of some more (useful) activities I can do around peer revision to help them make the final push on their projects. If you had three hours for peer revision, what would you do? Any suggestions?

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Categories: Classroom Challenges and Solutions, Peer Review, Teaching Advice
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4 Responses to “Three Hour Peer Revision–Help?”

  1. RWL Says:

    When I have long chunks of time for peer revision, I encourage students to spend at least some of the time actually re-writing parts of their papers (talk in groups, write, then talk again). Then they can run the changes by their peers, and they leave class with some substantive work already done instead of just having a long laundry list of things to do.

  2. dr. b. Says:

    I like the notion of a workshop model for this kind of thing where they may get to share things with the group and then talk as a group. That way they can figure out if there are some patterns of issues to deal with. The only problem might be the length of the drafts. Small group work does sound promising though.

  3. Barclay Barrios Says:

    I like those suggestions, so thanks. We ended up having a class discussion of the goals for the paper assignment and then we worked in groups to generate a grading rubric and then they graded each other’s papers. I think that was particularly useful since this is the grad class and they’re used to grading.

  4. JP Says:

    I really appreciate RWL’s suggestion. Though I’ve had students workshop different drafts in different sessions, I have not previously thought of having them do rewrites “on the spot.” I’m thinking this might be a good way to help students get over their tendencies to freeze up on certain parts of a paper (particularly those that have received negative feedback). I’d be interested in hearing more about how students respond to such a quick-pace for reviewing and drafting.