- Read Part 1, Section 4a and 4c-e ("Rereading Your Draft," "Getting the Most from Peer Reviewers' Comments," "Learning from Instructor Comments," "Revising with Peer and Instructor Comments" pp. 72-74, 87-90) and Part 5, Sections 24, 25, 27 ("Writing to the World," "Language that Builds Common Ground," "Word Choice" pp. 502-517, 526-538) in the St. Martin's Handbook
- After you have read, complete exercise 27.2 in St. Martin's (questions 1-5 in section 27a). Type directly into the boxes and when you are finished click "view notebook." Remember to put your name in the first box (#1 of exercise 27.2) right before your answer. If your name is not on it, you will not get credit. Make sure all five answers are there, then click "email answers." Then type in your class section (1301.59 for 9:30am, 1301.62 for 11am) and my email (hannah.weems@ttu.edu). You must email this to me BEFORE our class on Thursday to get credit. It will count as your quiz grade for this week.
Today in class we will...
- Take another look at Laura Staron's Rhetorical Analysis (pages 589-91 in First-Year Writing)
- Compare it to her revised draft (pages 592-4 in First-Year Writing)
Brief Assignment 6: Global Revision
Objective: To develop the ability to determine what revisions should be made to an early draft of a document.
Purpose: Most inexperienced writers have trouble identifying, prioritizing, and executing appropriate large scale revisions to a draft. In this assignment, you’ll read both an initial draft and a subsequently revised version of this draft, evaluate the changes made, and make suggestions as to what else might be revised.
Description: To complete this assignment, read the initial draft provided and then write an initial paragraph in which you discuss the problems that you see in the current draft. Next, read the revised draft and write another paragraph in which you discuss 1) whether the problems that you saw in the first draft were addressed, 2) whether the revisions fixed other issues that you hadn’t noticed in the draft, and 3) why the revisions are or are not an improvement over the first draft. If you believe other revisions should be made to the draft, conclude your assignment with an explanation of what those are and how the revisions should be made. Your discussion should be 500 - 650 words in length.
The drafts are available here:https://raiderwriter.engl.ttu.edu/SupplementalFiles/BA6DraftsForSpring.pdf
Some things the graders are looking for...
C1: Focus
Does the student thoroughly explore the quality of the drafts and demonstrate an understanding of why both drafts are being examined?
C3: Sources and Evidence
Does the student support his or her critique with evidence from the texts? In other words, does the student directly refer to specific parts of the texts (paragraphs and/or sentences) or specific ideas represented in the text? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about the effectiveness of the revisions? Students tend to shy away from making a direct critique of the drafts, or they default to praising or criticizing drafts in some generic way.
C6: Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the problems he or she identifies in both drafts and suggest other ways in which the sample 1.2 draft could be improved?
C7: Communication
Does the student communicate his or her critique of the revisions effectively? Is the student's tone professional? Has the student organized his or her critique effectively? Is the critique relatively free of grammatical errors?
Brief Assignment 6: Global Revision
Objective: To develop the ability to determine what revisions should be made to an early draft of a document.
Purpose: Most inexperienced writers have trouble identifying, prioritizing, and executing appropriate large scale revisions to a draft. In this assignment, you’ll read both an initial draft and a subsequently revised version of this draft, evaluate the changes made, and make suggestions as to what else might be revised.
Description: To complete this assignment, read the initial draft provided and then write an initial paragraph in which you discuss the problems that you see in the current draft. Next, read the revised draft and write another paragraph in which you discuss 1) whether the problems that you saw in the first draft were addressed, 2) whether the revisions fixed other issues that you hadn’t noticed in the draft, and 3) why the revisions are or are not an improvement over the first draft. If you believe other revisions should be made to the draft, conclude your assignment with an explanation of what those are and how the revisions should be made. Your discussion should be 500 - 650 words in length.
The drafts are available here:https://raiderwriter.engl.ttu.edu/SupplementalFiles/BA6DraftsForSpring.pdf
Some things the graders are looking for...
C1: Focus
Does the student thoroughly explore the quality of the drafts and demonstrate an understanding of why both drafts are being examined?
C3: Sources and Evidence
Does the student support his or her critique with evidence from the texts? In other words, does the student directly refer to specific parts of the texts (paragraphs and/or sentences) or specific ideas represented in the text? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about the effectiveness of the revisions? Students tend to shy away from making a direct critique of the drafts, or they default to praising or criticizing drafts in some generic way.
C6: Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the problems he or she identifies in both drafts and suggest other ways in which the sample 1.2 draft could be improved?
C7: Communication
Does the student communicate his or her critique of the revisions effectively? Is the student's tone professional? Has the student organized his or her critique effectively? Is the critique relatively free of grammatical errors?
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