2
Intro, Topic Sentences, Conclusion
The purpose of this is to help limit wandering off-topic and
maintain focus throughout a paper.
Supplies: One printed copy of student’s draft (usually the
second draft). I provide crayons (students’ pick 2 different
colored crayons for this exercise).
PART 1: Papers are collected and redistributed and the reader
is told to begin by reading ONLY the introduction and, with
one colored crayon, the reader is to color what they think the
thesis is. I explain to my students that a thesis is a “promise”
the author makes to the reader about what the paper is going
to argue.
Once completed, readers are to, in one paragraph (5-8
sentences) state: 1) what the paper will be about and why they
think that, 2) what the writer’s stance is on the argument, and
3) list any possible counter arguments to the author’s thesis. If
the students are unsure about any of these three things, the
reader needs to write WHY they are unsure. For example, a
reader may be unable to locate a thesis statement, or what
they think the paper is going to be about may not fit the thesis,
so compiling a list of counter arguments may be difficult.
Students are then advised to, with a different colored crayon,
underline the topic sentence of each paragraph. For each topic
sentences, the reader is to write a paragraph stating whether
or not they think the topic sentence relates back to the thesis,
explain how it supports/furthers/detracts from the overall
thesis, and state what information they think will be in this
paragraph. In addition, the reader is to rewrite the topic
sentence (whether it is good or bad) so it either relates back to
the thesis or provides another option for the writer to use.
After reading the conclusion, the reader states whether or not
this effectively sums up the paper and if the topic sentences
reinforce/relate to the conclusion.
PART 2: Next, the reader is to read the entire paper (without
making any notes on it) and write one paragraph stating
whether or not the paper kept the “promise” made, based on
the introduction, topic sentences, and conclusion, and WHY
the reader thinks the “promise” was kept or broken. Lastly, the
student is to give two compliments to the author and give
three areas where the writer could improve.
I Don’t Believe. I Believe!
Adapted from: http://www.brandeis.edu/writingprogram/
This activity is to make students aware of counter arguments
to their ideas, see if their thesis needs to evolve, thus
considering varying perspectives and strengthening their
arguments.
Supplies: One printed copy of student’s draft.
Pairing students up with someone they do not normally work
with, each person is asked to silently read through their
partner’s paper doubting every claim the writer makes. They
should write down every argument they can make against
their partner.
After compiling and talking about the “doubting” list (and to
keep fights from breaking out!), partners are then advised to
read through the paper again, this time believing every claim
and helping them make those arguments even stronger.
I make sure to stress that it doesn’t matter whether the
students actually believe or doubt each other’s arguments; this
is role-playing to help strengthen each other’s work.
Feedback Grading
This activity is usually a wakeup call for many of the students,
especially since this is the first, and currently, only grade they
get on a paper. I usually do this activity after students have
received feedback from me on at least one of their papers, so
student authors know what helpful feedback looks like.
I provide a rubric (similar to the attached Peer Grading (pp. 6-
8) and Grading the Feedback (p.9) examples) that either
awards recorded points or unrecorded letter grades to the
students. I inform the students that a grade will be entered
into my grade book and become part of each student’s overall
grade. Usually uproar ensues with concerns expressed about
how “unfair” this can be and worry about their overall grade. I
then assure students that they, the writer, will be grading the
feedback received from their peer in terms of how helpful and
comprehensive it is. Consequently, the student’s paper isn’t
being graded, but the person providing the feedback is being
graded.
Because students are aware they are being graded on the
feedback they give, I’ve found that the quality of feedback
increases exponentially.
Overall, I’ve found two things: 1) students know what is
effective in a paper and usually grade more harshly than I
would, and 2) most students, when a perceived “grade” is
hanging over them, will give really meaningful and insightful
feedback and comments to the writer. I’ve been impressed
many times.
Papers on a Desk
Adapted from: April Strawn, WSU English Instructor
This activity allows a variety of feedback from 3-4 readers, but
also allows the reader to remain anonymous, thus increasing
the honesty of the peer feedback.
Supplies: Two printed copies of student’s draft and students
sitting in a large circle with a desk in the center.
Before collecting the student papers, all students are directed
to flip the paper over and on the blank back side of their
essays, draw a line down the center of the paper (portrait
orientation). At the top of the column on the right the student