Week 8: Ms. Lowery. Essentials of College Rhetoric. Class Overview. Large-scale revision and examining higher-order concerns Revision techniques for content, structure, and adherence to the assignment. Effective introductions for RA. What are Higher Order Concerns?. Thesis
Approach commenting on and marking up an early draft with three types of questions in mind:
Does the student thoroughly explore the quality of the drafts and demonstrate an understanding of why both drafts are being examined?
Does the student support his or her critique with evidence from the texts? In other words, does the student directly refer to specific parts of the texts (paragraphs and/or sentences) or specific ideas represented in the text? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
Does the student show authority in relaying his or her perspective about the effectiveness of the revisions? Students tend to shy away from making a direct critique of the drafts, or they default to praising or criticizing drafts in some generic way.
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the problems he or she identifies in both drafts and suggest other ways in which the sample 1.2 draft could be improved?
Does the student communicate his or her critique of the revisions effectively? Is the student's tone professional? Has the student organized his or her critique effectively? Is the critique relatively free of grammatical errors?