Re: student critiques

[Ronald Lee Stone <ston0030 -at- GOLD -dot- TC -dot- UMN -dot- EDU>]

> > Then before the second peer critique for a second
> > 3-5 page paper, ask each student to tell the class
> > what makes helpful criticism. Many students like to
> > be involved in the instruction process.

> My experience bears Ronald's observation out.  I find that the more
> students are involved in the instruction process, the more they learn--and
> the less resistant to the process they become.


Actually, I haven't found students to be resistant to the
instruction process whether they are listening or contributing.
Yet I still think that giving them opportunities to get
involved can provide many benefits.

  1) gets them to consider the process of writing
  2) allows them to voice and respond to concerns
  3) facilitates a variety of suggestions
  4) teacher doesn't do all the talking

These benefits sound nice, and they are I think. But these
discussions also lead to stronger writing.


There are concerns as well. When activities are scheduled, it is
easier on everyone to stay on track. But in giving control of the
class to students, a teacher can risk the unpredictable. In my
experience the unforeseen turns of a class have not interfered with
students becoming stronger writers. This is evident in what they
have written.

(btw, I get this list as a digest, and usually lurk)

Until later,

Ron

Ronald L. Stone  :  ston0030 -at- gold -dot- tc -dot- umn -dot- edu  :  (612) 644-9706
 graduate student  :  Scientific & Technical Communication
   Department of Rhetoric  :  University of Minnesota, St. Paul