Step-by-Step Guide

SAMPLE 1

The following tasks are designed to aid your discussion. Please feel free to raise other issues that you feel are important.

1. Each writer in turn should read his/her paper aloud to the group as group members follow on their copies. Then each member of the group should write one sentence summarizing what s/he feels is the focus, the main idea. Then compare your sentences. If you pretty much agree, the paper has a focus. If not, discuss with the writer what you see as the problem. If s/he doesn't have a focus, help her/him find one that s/he feels comfortable working with. Once you find it, the recorder should summarize the focus below.

2. Read through the writer's paper again only this time underline all the factual information the writer gives to support his/her focus. The recorder should list this information below. Discuss whether you feel this information is presented with sufficient detail. Remember, good writing must be convincing; the writer's opinions are not enough. They should be supported with facts and examples.

3. Is additional information needed to make the paper clearer and more complete? Help the writer get the facts and help her/him find the questions that still need to be asked. List at least five suggestions and questions.

4. Is there anything in the paper that you feel doesn't belong, that has nothing to do with the focus? List these below.

5. What do you find to be the paper's greatest strengths?

6. What do you find to be the paper's greatest weaknesses?

7. For the next class meeting, the writer should bring in a new draft of this paper.

SAMPLE 2

The following tasks are designed to help you decide on the best way to organize your papers. Complete all of the tasks for one group member's paper at a time. Procedure: Each person in turn reads his/her paper aloud to the group as the other group members follow. Then answer each of the following questions individually. After you answer the questions, discuss answers and reach a consensus for each question. The recorder should record your decisions in the spaces below.

1. What is the main focus of this paper? Summarize it in one sentence.

2. What are the sub-ideas which develop the focus of this paper?

3. What information (facts, examples) does the writer give to support each sub-idea?

4. How does the writer arrange the information? Cite specific example from the paper.

5. Is the arrangement effective? Explain why it is or isn't.

6. How would you suggest the writer arrange the details for maximum effect? If you agree with the writer's arrangement, explain why and cite specific examples. If you are suggesting an alternate way, support your choice by citing specific examples.

7. Are there any sub-ideas or details which you think do not belong in the essay? If yes, list them below
and explain why you think they are off-topic. Based on the group's responses to the above questions, the writer should decide whether her/his paper needs to be reorganized. If it does, rewrite the paper for the next class meeting.

SAMPLE 3
The following tasks are designed to aid your discussion. Please feel free to raise other issues.

1. Each writer in turn should read each of his/her versions to the group as the group follows on their copies. Then each member of the group should write one sentence summarizing what s/he feels is the focus of each version. Decide which version's focus is clearer and sufficiently specific. Summarize your discussion below.

2. What version do you like best? Support your choice by citing specific examples from each version. If you do not find that you prefer one version, then select parts of each version you like best. Support your choices by citing examples.

3. Which paragraph in each version is the strongest? Explain why, citing examples from the paragraph.

4. Which paragraph in each version do you find the weakest? Explain why, citing examples from the paragraphs.

5. Which version or which combination of versions do you think should become the final draft? Support your opinion with specific examples.

6. The writer should bring in a final, typed draft of this paper.


SAMPLE 4
The following tasks are designed to aid your discussion. Please feel free to raise other issues you feel are important.

1. Each writer in turn should read his/her final draft aloud to the group as the group follows on their copies. As you read, listen and look carefully for anything that does not seem right and place a pencil mark in the margin of that line.

2. Examine each paragraph in the essay to see if it is clearly written. Go through one paragraph at a time answering the following questions for each individual paragraph:
a. Which sentence in this paragraph is the strongest? Explain why.
b. Which sentence in this paragraph is the weakest? Explain why.
c. Are all the ideas clearly expressed in whole sentences which are properly punctuated? If not, which ones aren't and what recommendations would you make to the writer about those sentences?
d. Does the writer vary the sentence structure or does s/he basically stick to one sentence pattern? Cite examples. If the writer basically uses one sentence pattern, help the writer join ideas
so that the sentence patterns vary.
e. Does one sentence logically lead to the next? If not, what do you think is the problem? Are transitional words or phrases needed? If so, which ones?
f. Are there any errors in grammar, usage, spelling, typing? Point these out to the writer.
g. Does the writer use a particular word or phrase too often? If so, which ones? Help the writer find other words or phrases which are synonymous.

3. Are there any other suggestions you would like to make about this paragraph? If not, move on to the next paragraph and answer questions a-g.

4. Are there any suggestions you would like to make about the entire paper? Have all your markings in the margin been discussed? If not, do so now.

Pianko, Sharon, and Abraham Radzik. "The Student Editing Method ." Theory into Practice . 19.3 (1980): 221-223.