Programs and Projects
Writers' Workshop at KDES and MSSD
— Giving and Getting Peer Feedback —
Giving Feedback:
Peer Listener's/Reader's Role
General guidelines:
-
be positive; be gentle; be specific; don't
"overload" the author
-
listen/read attentively
-
say something positive first
-
ask questions about anything that is not clear
-
ask questions if details are not enough
-
use "I statements":
I would like to know more about what happened
when....
I am not sure what this means ....
I would like to know more details about....
I think I'd enjoy this more if you'd SHOW your anger not just
tell me about it...
-
avoid using "you should" statements:
NO: You should add more details...
YES: It would be interesting to know more details about....
NO: You should show, not tell.
YES: Can you show in descriptive words or action words that
you were so angry?
Getting Feedback:
Author's Role
General guidelines:
-
ask specific questions to get specific responses;
-
say "Thank you" to end the feedback
session and show that you have enough feedback to go ahead with
your revision
-
guide your listener/reader by asking him/her
to focus on something specific:
Do you like my lead?
What part of my story did you like best? Why?
Did I put in enough details?
Does my dialogue sound real?
-
ask questions for specific responses:
Why do you like that part of my story?
Why don't you like the part about.... ?
NOTE: The peer responses are only suggestions.
The author has the choice to accept and use them, or not.
Teacher Prompts for In-Process Writing
Suggested questions the teacher should ask during conferences
or in writing journals:
-
How's your piece coming?
-
What are your concerns about this piece right
now?
-
What do you like best about this piece right
now?
-
What class activities are helping you with this
piece?
-
What will you do next with this piece? Why?
How?
Developed by Lillian M. Tompkins
Gallaudet University
Washington, DC 20002
[ Post-it Notes ] [ Writer's
Workshop Program at the Clerc Center ]
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