Before the workshop, each author should spend several minutes generating requests for support (#1 below). Identify specific elements you need help on. Here are a few examples:
- I need suggestions for new imagery.
- Do you think my reflective writing seems too “tacked on?”
- Do you have any ideas for a title?
- I need help proofreading and polishing.
During the workshop, follow this sequence:
- Student A introduces their draft, distributes copies, and makes requests for feedback. What do you want help with, specifically?
- Student A reads their draft aloud while students B and C annotate/take notes. What do you notice as the draft is read aloud?
- Whole group discusses the draft; student A takes notes. Use these prompts as a reference to generate and frame your feedback. Try to identify specific places in your classmates’ essays where the writer is successful and where the writer needs support. Consider constructive, specific, and actionable feedback. What is the author doing well? What could they do better?
- What requests does the author have for support? What feedback do you have on this issue, specifically?
- Identify one “golden line” from the essay under consideration—a phrase, sentence, or paragraph that resonates with you. What about this line is so striking?
- Consult either the rubric included above or an alternate rubric, if your instructor has provided one. Is the author on track to meet the expectations of the assignment? What does the author do well in each of the categories? What could they do better?
- Ideas, Content, and Focus
- Style and Language
- Depth, Support, and Reflection
4. Repeat with students B and C.
After the workshop, try implementing some of the feedback your group provided while they’re still nearby! For example, if Student B said your introduction needed more imagery, draft some new language and see if Student B likes the direction you’re moving in. As you are comfortable, exchange contact information with your group so you can to continue the discussion outside of class.