This is a handout for a revison workshop.The workshop encourages students to think structurally
and strategically about the process of writing and motivates them to think of writing as a dynamic process.

Writer: [name]

Reader: [name]

Overview

1) Read through and mark-up text.
2) After you've finished editing the paper, tell the writer what you as a reader are finding in the text. Writer listens- no comments or explanation.
3) Engage in dialogue (writer participates) that explores possibilities for refinement, expansion, focus, clarification.

Read it twice!
1) Read the paper through once (quickly) to get an overview, making marks in the margin to specific points you want to comment on further.
2) Read through a second time (more carefully). This time, comment fully on both form and content, following the below guidelines.

Guidelines

Thesis,Topics and Methodology
o Identify the author's argument/thesis. What is it? Is it a fact, an opinion or a thesis? Try to paraphrase it; after you've finished reading and marking the draft, tell the writer what you understand the thesis to be.
o What topics does the writer discuss? Does each successive paragraph in some way support the thesis? If not, make suggestions that will enhance the cohesiveness of the argument.
o Does the writer connect her insights and argument to a greater textual context?

Mechanics/Paragraphing
o Mark grammatical and spelling errors by circling them, (but don't try to correct).
o Note sentence structure; does each sentence seem to convey a complete idea? If not, is it a fragment? If you think it is a fragment, write "frag" in the margin and underline the sentence.
o Does each sentence make logical sense? Does each sentence seem to follow in a logical sequence from preceding sentences? If not, write "logic" in the margin and underline the sentence.
o Is the material broken into paragraphs at logical points?
o Do the paragraphs each seem to lend support to the overall thesis of the essay?

Organization
o Does the writer follow a logical sequence of claims and evidence so that the paper is easy to follow?
o Do the paragraphs seem to occur in a logical sequence? Can the impact of the argument be enhanced by changing the order of certain paragraphs?
o Does the paper cohere as a whole? Do all the parts fit together in a clear relationship? Does the writer tie everything together with under a common thesis or through related themes?

Evidence/Reasoning
o Is there sufficient textual evidence to support each claim?
o Does the writer argue effectively, using reason and logical explanation to contextualize quoted material?
o Do you "buy" the writer's argument, based on supporting evidence or reasoning?
o Does the writer use proper citation method each time?

Introduction/Conclusion
o Does the essay have a clear introduction?
o Is the conclusion satisfying?
o If not, make suggestions to help the writer formulate strategies for these two important features.

Comments
o Use the back of this sheet to write a paragraph or two commenting on the paper. Be sure to a) list major themes as they are apparent in the paper and b) comment on anything you notice the writer habitually doing (for example, he or she may have a tendency to write long, tangled sentences that would work better broken into shorter sentences). If you noticed a sentence that you have an idea of how to improve, rewrite it here for the writer. Finally, be sure to comment on what the writer is doing right. Does he have a particular strength? A really powerful insight? Is his paper well organized? Good use of supporting evidence? Interesting discussion of findings? An especially well written phrase? Be sure to say so!

Note to instructors: I usually ask students to write their formal essays in stages, with a minimum of a two drafts. We hold the workshop on the due date of the first draft. Students bring in enough copies of thier draft to distribute to thier editing group (usually 3-4 people). Only 15-20 minutes are alotted for each person's paper. This keeps things moving at a good pace, and encourages students to focus on larger issues like structure, argument, and textual support, rather than getting mired in the details of grammar and punctuation. Requiring students to participate in a workshop has the downside of losing a whole day of class to the workshop. The advantage is that the final essay is usually of much higher quality than without the workshop; students are aware of this too, with the result that they are more inclined to begin their next paper earlier.