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FrontiersReformulating
Workshop for Petra Watzlawik-Li
FYSM 1605 Language, Identity and Education
T S
Writing Tutorial Service
215 Paterson Hall, 520-6632
www.carleton.ca/wts
Overview
Reformulate vs. Edit
Editing
Read Out Loud
Peer Review (How & Why)
Peer Review (in twos)
Wrap Up
September 13, 2015
Writing Tutorial Service
- 10 min
- 5 min
- 5 min
- 5 min
- 50 min
- 5 min
Class Activity 1
Reformulate vs. Edit?
September 13, 2015
Writing Tutorial Service
Reformulating vs. Editing
Reformulating
Editing
High Level Concerns
(deep issues)
Meaning
Organization
Persuasive
Spelling, punctuation
Grammar
Referencing
Major Structural
Impact Do Soon
September 13, 2015
Low Level Concerns
(surface issues)
Minor Structural
Impact Do Late
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High Level Concerns
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Stages of the Composing Process
Starting point
Editing
Reformulating
Exploration
Composing
Incubation
Illumination
SOURCE: Freedman, The Carleton University Writing Tutorial Service
September 13, 2015
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Structure While Drafting
Thesis
controls the essay
September 13, 2015
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Structure After Reformulating
Thesis
controls the essay
September 13, 2015
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Editing
Use your computers spellchecker and
proofread carefully yourself;
Verify any words you are unsure of in the
dictionary;
Read your essay out loud to catch language
errors;
Have a friend or a colleague read it over for
surface mistakes you missed;
To ensure that your bibliographic form is
correct, consult your departments style sheet
and the appropriate style guide.
September 13, 2015
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Why Read Out Loud?
Encourages discussion vs. automatic
correction
Encourages a higher level focus (meaning
vs., spelling)
Greater sense of language flow, e.g.,
stress, rhythm, complexity, tone,
variations, repetitions
Provides awareness for audience
response (vs. writer intention)
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Class Activity 2 Why Peer Review
Why read each others writing?
Whats in it
for the reader?
for the writer?
for the professor?
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Why read each others writing?
READER
A chance to learn other strategies for effective writing
Learning how to give feedback
Learning how to read critically
Applying these skills to your own work
WRITER
A chance to see whether your ideas have come across
effectively
A chance to see gaps or structural errors that are difficult to see
when you are familiar with the text
PROFESSOR
To read text that clearly expresses the students ideas and
arguments
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How do I do it?
Observe: taking the writers concerns into
account, you will observe, interpret and assess a
classmates rough writing.
Communicate: as you read, you will
communicate your reactions as a reader.
Your role is to be a critical friend each person
has the capacity to respond based on a unique
perspective. You are not grading or correcting!
Be tactful
Talk about strengths as well
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Effective Peer Reviews
Dont overload the reader if you have a
long paper, ask for feedback on a specific
section or sections.
Indicate what your main concerns are
(other than grammar and spelling).
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Group Activity A Peer Review
In groups of two, 20min/person
Writer should suggest a section to be
reviewed
one or two paragraphs (1 page)
describe context of section
Reader will
read section out loud, and
make comments/ask questions as they go along
Focus on pointing out areas that can be
improved, not on debating (writer has final
control)
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Reminder - What to look for?
Anything missing?
Assignment questions answered?
Enough examples or evidence?
Appropriate amount of background information? (25%
or less)
Thoughts well organized?
Flow logically?
Transitions effective?
Points related to thesis?
Paragraphs focus on one idea? Thoughts clearly
expressed?
Quotations relevant and useful
Academic tone
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Class Activity 3 - Wrap-Up
What did you learn from reading or listening?
What did you learn from the feedback you
received?
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