Tasks for Peer Response Groups

Review this information prior to each peer response group.

I—The General Rules for In-class Peer Groups:

As you prepare to share your draft for each of our four essay assignments (Peer Draft), you will need to save it as a Word document to your course disk. Name the Word document Esssay1PeerDraftSmith, Essay2PeerDraftSmith, etc.

You will also need to complete a corresponding coversheet using the coversheet document available through D2L's Content labeled "Miscellaneous Forms." To save it on your course digital device, select the document, click on "Download," save it for use on each essay. For each essay, rename the coversheet doc appropriately before you begin word processing your information so you can keep the original for use with future essays Essay1CoversheetSmith, Essay2CoversheetSmith, etc.). Eliminate extra spacing after you finish word processing the coversheet to come as close as possible to a one page document. Remember to use the corresponding draft name and your own last name for all documents.

Writers should post to their Peer Group forum (Discussion Area of the website) the coversheet and draft of the essay for peer group response (See the D2L Intro for specific instructions on how to post).  

• Select "Compose Discussion Message." 
• In Subject line, type in Essay1PeerDraft 
• In Message block, type in xxx
• Browse for your digital device and the appropriate Word document, Essay1PeerDraft
• "Attach File"
• Repeat the process for the coversheet document, attaching it to the same post
• "Post" your message to your peers

Groups should start as soon as all members are present. Don't wait for your teacher to ask you to start. Class roll will be taken as groups work. 
Groups must sit at adjacent terminals. 
Groups must quickly come to order and get down to business. 
Groups must give equal time to all members' work. 
Everyone must participate.

TASK ONE--Oral Response (approximate time 30 minutes)

Group members greet each other and introduce themselves if they haven't already done so. 
In your Group's area in the Discussion Board, look for the documents shared by your peers. 
For each group member, you will want to read the coversheet first (focusing on items #4 and #8), then, the Peer Draft of the Essay you are currently working on. 
Click on the appropriate file, then "Download" and Open the document; you will be able to read the drafts and the coversheets. 
The first writer reads her/his own coversheet and essay aloud. 
Peers listen carefully. 
When the writer finishes reading, the group observes about two minutes of silence while peers jot down reactions to the coversheet and essay. What works? What doesn't? What questions do you have? (You may use the Oral Response Form if you wish) 
Peers give the writer their own reactions and answer the writer's questions. 
Peers should complete all these steps for each remaining writers.

TASK TWO--Written Response (approximate time 15 minutes) 

Group members "exchange" essays. 
Each member reads silently the essay of one of his/her peers and completes a Peer Response Sheet for the assigned essay; you give written feedback to only one peer (see Content, Essay #, for the corresponding Peer Response Sheet) 
Respondents sign the Peer Response Sheet and return it to writers. 
Writers quickly read responses to see if anything needs clarification.
Be sure to get your written feedback from your in-class peer; then, revise your essay's draft 2 into draft 3 for submission to your teacher taking those and the oral revision suggestions into account.

IMPORTANT: When draft 3 of the essay is due, writers turn in peers' response sheets with their essays.

II—The General Rules for Cross-class Peer Groups:

Make initial contact once you have been assigned your cross-class peer group through your Peer Group area in D2L's Discussion:

1.      Send an introductory message to all peers.

2.      Share some personal information (age, major, hometown, hobbies, and the like, expand on the info you have posted on the website) and give your topic idea for the essay.

Share coversheet and draft of Essay 2 with your peer group via your Cross-class Peer Group forum in the website's Discussion Area:

1.      Word process (use Word or Rich Text Format) the coversheet and draft of Essay x and name them: i.e.: Essay x Coversheet or Essay x Draft.

2.      See the D2L Intro for specific instructions on how to post

Find and respond to your out of class peers’ coversheets and essays:

1.      Working as a team with your in-class peers, comment on the coversheet and answer the questions on the Peer Feedback Sheets.

2.      Suggestion: one of you could have the out of class peer’s files open on your computer, another could Reply to the message where you found the attachment. Respond to the prompts on the Peer Feedback Sheet, simply numbering the responses (no need to copy the prompts). Be sure to give complete and helpful suggestions. See the D2L Intro for specific instructions on how to respond.

3.      If time allows, offer feedback for the in-class peer, responding to pages 215-216 in Portfolio and giving them it to them for their records.

Find and print out the suggestions/feedback from your peer group through your D2L Cross-class Peer Group; then, revise your Essay 3 draft 2 into draft 3 for submission to your teacher.
Group members can continue this exchange at each step of the composition process. 
Students may also choose to send their drafts or portions of drafts to the entire class for feedback.

IMPORTANT: When draft 2 of the essay is due, writers turn in peers' response sheets with their essays.

     
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Peer Response Groups--Tips for Success

Tips for Writers:

Read your piece and allow at least two minutes of silence after the reading for impressions to become clearer in the minds of your peers and to give them time to jot down reaction notes for oral response. 

Do not rush the reading of your piece. 

Ask the group questions about the content of your writing: "What other examples could I use to appeal to my teenage audience? Two sentences are not enough for paragraph three? What else could I say?" 

Avoid defensiveness. Let the writing stand for itself and listen openly to the responses of the group members. This will help you revise later.

Do not quarrel with your group's reactions. Maybe what you see is truly there, and others do not see it. But maybe what they see is there, too--even if it contradicts what you see. Just listen, take it all in, and then make your own decision about what the writing needs.

Tips for Respondents:

Use active listening. Do not concentrate on your next comments; concentrate instead on what the speaker is saying. Tell what you think the writer is trying to say by either paraphrasing or summarizing the gist of what has been written. Have the writers read back some of their own words. 

As the piece is being read, jot down words or phrases that catch your attention. What is it about those words that make them stand out? What parts of the piece do you like best? How do those parts work for you? 

Take advantage of the note taking time after each essay reading and address: What works? What doesn't? What questions do you have? (You may use the Oral Response Form if you wish).

1.      Respond to specific sections of the writing. A general response, such as "I like it" or "That's good," does not help the writer find ways to improve the writing. 

2.      Let the writer know if there is anything in the writing that seems confusing, out of place, or unclear. Explain why you are bothered by that particular section or item. 

3.      Ask the writer, "What part of the paper do you like best?" "What part was most difficult to write?" "How can the group help you?"

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