Archive for the ‘Revising’ Category

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Handbook Frames for Peer Review

posted: 1.26.07 by Barclay Barrios

Do a round of peer review in which students support their comments with advice in the handbook. For example, “I don’t understand this paragraph. Maybe there are some problems with transitions here?” or “I like this complex sentence; the two clauses really make an important point in support of your thesis.”

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Categories: Peer Review, Revising
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Attending to Voice

posted: 1.16.07 by Barclay Barrios

Have students bring in a copy of their drafts with all quotation marks and citations removed. In small groups, have them exchange these drafts, with each peer reading a paper with the goal of restoring the quotation marks.

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Categories: Citing Sources, Peer Review, Revising
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Indexing Drafts

posted: 1.16.07 by Barclay Barrios

Ask students to look through the index in the handbook. Word processors usually incorporate a tool for creating an index of a document. Have students use the help files of the software to learn how to use this tool. Then have them produce an index of their drafts: What terms do they use the most? And what terms, ideas, or names do they feel are important enough to list in an index?

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Categories: Document Design, Drafting, Revising, Teaching with Technology
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Slanging the Essay

posted: 12.18.06 by Barclay Barrios

Have students review the section of the handbook on diction or tone. In groups, ask them to identify a key passage from the essay you’re currently discussing and revise it using more informal or slang diction. Use this to prompt a discussion of the ideas of the essay and the reasons for using one kind of diction over another.

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Categories: Collaboration, Drafting, Grammar & Style, Revising
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Alternative Titles

posted: 12.18.06 by Barclay Barrios

In class, put students into groups and have them look at the section on titles in the handbook. Ask each group to propose an alternate title for the essay you’re currently working with. Use these to have a discussion about how the title the author did use relates to the essay as well as how the titles groups came up with relate to major ideas from the essay.

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Categories: Argument, Collaboration, Document Design, Revising
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Post-draft Outline

posted: 12.4.06 by Barclay Barrios

Have students review the section of the handbook on outlines. For the next peer review day, have students bring in a “post-draft outline,” composed of a single sentence that summarizes each paragraph of the paper. In peer groups, have each peer commenter do the same post-draft outline. The author of the paper should then compare his or her own understanding of what each paragraph does with that of her or his peers. Use these collected post-draft outlines to work on organization in revision.

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Categories: Assignment Idea, Drafting, Peer Review, Revising
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Adding the Visual

posted: 11.20.06 by Barclay Barrios

Have students review the section of the handbook on using visuals and/or visual argument. As they revise their current draft, ask them to incorporate a visual element: a picture, clip art, a table, a graph, or a chart. How does this element change the argument of the paper in its articulation or effectiveness?

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Categories: Argument, Assignment Idea, Document Design, Drafting, Revising, Rhetorical Situation, Teaching with Technology, Visual Argument
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Headings for Organization

posted: 11.20.06 by Barclay Barrios

Have students review the section of the handbook on headings in documents or on document design, as well as the section on outlines. Then have them add headings to their current or next draft, thinking of these headings as an integrated outline of the paper. In peer revision groups, ask peers to assess the accuracy, value, and wording of these headings.

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Categories: Assignment Idea, Document Design, Drafting, Peer Review, Revising
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Revision Memos

posted: 11.20.06 by Barclay Barrios

Have students review the section of the handbook on memos. After handing back drafts with your comments, have students come to the next class with a memo to you that summarizes your comments on their drafts and proposes a plan of revision. Not only will students get practice with practical forms of writing, but you’ll also be able to make sure that they understand what you’re asking them to do in your comments.

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Categories: Document Design, Handbooks, Revising
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Thesaurus Distortion

posted: 11.6.06 by Barclay Barrios

Have students review the section of the handbook on choosing words and/or tone. Then, either in a computer classroom or at home, have them choose a key sentence from their drafts and use a thesaurus (book or electronic form) to replace every significant word in the sentence (perhaps even multiple times). Bring these altered sentences in for a discussion of how/if they still work. Use the handbook to begin a discussion on how word choice impacts tone and meaning, and then continue that discussion by looking at the word choices in the current reading.

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Categories: Assignment Idea, Critical Reading, Grammar & Style, Revising, Teaching with Technology
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