Draft Workshops

Structure

Many teachers find that draft workshops work best when they come very early in the class, leaving lots of time for reading, commenting, and discussion.   If you find yourself running out of time for draft workshops, you could try shifting them earlier in the class.   (You may need to send out models over e-mail or make other adjustments to save time early on.)

Some draft workshops will accommodate several readers for each draft; many draft workshops will only allow time for one reading of each draft.   It can be helpful to change readers each class if there is only one reader for each partner.

It is usually fairly important to allow students time to talk at the end of the draft workshops.   This discussion time builds group unity, allows students to express verbally the good things they saw in their partners' drafts, and clarify any comments they have made.   This time also ensures that students will actually read and reflect on the comments their partner(s) have given them.   If your draft workshop incorporates multiple readers, you could allow for a shortened discussion period between each exchange.

Computer or Paper?

Talking with students about their own preferences can help you make decisions about the best ways to use draft workshop time.   Some students prefer writing comments out; some students prefer using computers (particularly since most students are now able to type so quickly).

Paper draft workshops can be very successful.   A useful way to mix up a paper draft workshop is to ask that students use shapes (squares, triangles, circles, stars) or colors (red, blue, green, etc.) as shorthand to indicate problem areas or strengths in their partners' drafts.   (You can provide a key on the draft workshop sheet or develop a key as a class.)

If you are trying a computer draft workshop for the first time, a good way to start would be by teaching students (or having a student teach the class) how to use the Microsoft Word "Insert Comment" feature.   (Available under View à Toolbars à Reviewing.   Once you open this reviewing toolbar, a series of "Post-its" will appear--the Post-It with the sparkle will insert comments at the cursor.)   Have students practice inserting comments into their own drafts.   Then ask students to trade computers (or seats) and insert comments in each others' drafts.   (Asking students to trade computers or seats has the additional benefit of cutting down on Instant Messenger distractions.)

Sheets:

Most draft workshops should have a sheet to guide students through the workshop.   The best sheets list issues from most important to least important.   You can either bring copies of your own draft workshop sheet to class or post it to Blackboard.   You can also ask students to add their own individual questions, geared toward their needs, to that sheet.

Or, you can develop the sheet as a class the day of the draft workshop, writing the questions/prompts on the board, overhead, or projector.   Ask students to look back at the original assignment and at their own drafts to think about issues they will want to assess in a partner's paper.

Here is an example of a useful draft workshop sheet for the second draft of Unit Project 1 in English 12.   It is tailored to a computer draft workshop, but could easily be used in a written workshop:

Unit Project 1 DRAFT Workshop 2                           

View -->Toolbars --> Reviewing

Remember, never rewrite anything or suggest other wording for an author.   If they've used a word incorrectly, simply note it.

What did you like best about this draft?   Why?   Insert a comment.

Now that the paper is complete, does the thesis adequately encompass the argument?   How could the thesis be improved?

After reading the paper, was there any information included that seemed to be unnecessary, or strayed from the point?   Where did it occur in the paper?   Make comments.

Insert comments at the beginning of each paragraph.   Does the paragraph adhere to the topic sentence as written?

How does the author use scientific language?   Comment on any places where the language isn't suitable for a formal, academic audience.  

What two recommendations would you make for the writer to improve this paper?   Insert comments at the end.

Once you've commented on the above issues, look for other, more localized problems the author may be having and insert comments: