Arts and Humanities

Guidelines for In-Class Peer Review

Author: 
Professor David Sorkin, History and Jewish Studies, UW-Madison
Description: 
Professor David Sorkin not only asks students to focus their efforts on global writing concerns like argument, analysis, and clarity, but also gives them specific language for doing so.
Peer Review Instructions<

Peer Review Checklist

Author: 
Janelle Schwartz, English Department, UW-Madison
Description: 
TA Janelle Schwartz uses this worksheet to guide in-class peer review, pushing students to offer specific suggestions to their workshop group members.

This is to give you an idea of the type of things you should be looking for and accomplishing in both your own paper and that of your peer(s).

Guidelines for Peer Reviews

Author: 
Jo Ortel, Art Department, UW-Madison
Description: 
Professor Jo Ortel’s guidelines help students write complete and written responses to their peers’ drafts outside of class.

Guidelines for Peer Review Handout

Putting Together Peer Review Groups

Author: 
Comm-A Instructors
Description: 
The following excerpt, originally intended for Comm-A instructors in the English department, offers some ideas about putting together peer review groups.
There’s little consensus among instructors as to what kind of student combinations make for the best peer workshop groups.

Preparing for Student-Teacher Conferences

Author: 
Professor Steve Stern, Department of History, UW-Madison
Description: 
Many instructors have found that student-teacher conferences become more productive when the student is as prepared for them as the teacher is. Here are two examples of handouts instructors have used to help students prepare for one on one conferences.
Example #1

NAME:

APPOINTMENT DAY AND TIME:

Using a Reverse Outline to Revise

Author: 
Rebecca Schoenike Nowacek, WAC Program, UW-Madison
Description: 
Rebecca Schoenike Nowacek describes a technique for helping students improve the organization of their papers by encouraging them to think about the paper more as readers and less as writers.
What is a reverse outline?
If a regular outline is something you write before you draft out your paper, a reverse outline is something you do after you write a

From Topic to Thesis

Author: 
Tisha Turk, Gender and Women's Studies, UW-Madison
Description: 
Students may do a good job of coming up with a suitable thesis or argument, but how can instructors help students to move beyond the obvious or the ordinary? In this handout, instructor Tisha Turk shows her students what she’s thinking as she reads their ideas to help them understand reader expectations

A well-constructed thesis statement helps hold an essay together by showing the reader where the paper is going to go.

In-class Discussions of Student Writing: Maximizing the Effectiveness of Your Writing Lessons and Minimizing the Class Time You Use for Them

Author: 
Molly Peeney, Slavic Languages and Literature, UW-Madison
Description: 
Instructor Molly Peeney gives step-by-step instructions for leading in-class discussions of student writing. She has used the following format for Literature in Translation 204. 

Using student writing samples as the basis of your in-class discussions about writing is an effective method to teach writing and it saves you time. Why?

Helping Your Students Improve Their Writing and Their Learning

Author: 
Brad Hughes, UW-Madison WAC Program
Description: 
Here are some suggestions, based on research and experience, for improving your students' writing--and for improving the experience you have assigning, reading, and responding to it.

While many of these principles and techniques take time to implement, and some may be logistically impossible in large classes, they have proven successful here and at many other schools in courses

Creative Writing Assignments in African Languages and Literature

Author: 
Linda Hunter
Description: 
The following examples from Professor Linda Hunter's course illustrate how innovative writing assignments can be incorporated into a class.

There will be five exercises in writing, which together will count for 20% of the final grade.

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