EN 303? Ethnography Peer Review

Bess Fox EN303?

For a Round Robin workshop, the entire class (or as few as 4-5 students)sit in a circle, spending about 10 minutes per paper before passing it on to the right. You would not ask students to look at this many questions in a Round Robin (you’d have them answer the equivalent of #2, maybe #3,# 5 and #6). But because there is only three of you and these are very long projects (Round Robins are typically 2-3 page papers), I’ve added #4. Expect to spend about 30 minutes on each paper.

The rational is not only to give advice and/or to get a sense of the criteria to apply to your own work in revision, but also to see a range of approaches to an assignment, which is why Round Robins work especially well with loose, experimental assignments like the ethnography.

1) Pass your ethnography (overview, 4 class visit observations, description of student writing, interview) to the right. If electronic workshop, just choose one of the emailed ethnographies.

2) Read through the entire ethnography except for the overview. As you read, mark marginal comments about what you like, what you aren’t following, what seems superfluous, and where you want more.

3) Read through the overview without making comments, just checking for all required components. Note at the top of the page if any of these components are missing:

a) Basic information about the class gleamed from the syllabus and major assignments
b) References to 3 theories we read in class, at least two theories that the writers sees being enacted in the classroom and/or in the writing assignments and at least one theory not being enacted (perhaps because the theory doesn't fit practice)
c) Reflections on what, as a future teacher, the writer will take away from the class observations, interview, and observation of student writing
d) Reflections on what their experience in this class leads them to believe about the future of college composition (we’ve read and discussed trends in how to teach writing – where does your experience in this class point the writer in terms of these trends?)
e) Reference to the following materials: syllabus, major assignment, class observations, interview, examples of student writing

4) Then evaluate each component, asking the following questions and marking the margins as needed:
• Basic information: Where in the overview do you get a clear sense of the kinds of writing assignments (kinds of papers, topics of papers) students do in the class? Where in the overview do you get a sense of how the day-to-day class time is connected (or not connected) to these assignments? Where do you get a sense of the instructor’s theoretical approach to teaching based on the course policies or on the grading criteria? What more do you need about the class design and writing assignments to help you picture the class your colleague visited?
• References to 3 theories: Does the writer get these theories right (this is important!)? Look at each use of theory and decide if you need more explanation of 1) the theory and 2) how the theory fits the class (or doesn’t). Can you think of a better/different theory to replace or add to the one cited? Do you see any other place in the overview where a theory may work well to illuminate what the teacher/class is doing or not doing?
• Reflections as a future teacher: Where do you get a sense that the writer’s ideas about teaching have been changed by this experience? Where do you get a sense that the writer is envisioning the kind of teacher s/he will be? Where do you want the writer to reflect more on what personal sense s/he has made of what s/he found doing this project.
• Reflections on college composition: Does the writer take a stand on debates about what college composition/college writing should look like? Where do you need more support for this stand?

5) Look at overall organization. Any suggestions? Headings? Rearrangements? Make at least one organization suggestion.

6) Write a short endnote stating the three next/biggest steps in revision - be sure to sign your name.

7) Pass the paper on to the right and return to #2. If electronic workshop, just choose the other student’s ethnography.

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