Workshop Reference Guide-- ENG-100
These guidelines are to help you and your
workshop partner(s) critique each other's essays. In reviewing a writer's work,
write down the responses to these
questions on a sheet of paper, placing the author's name on top, followed by
your name, "Editor" (As we have done in earlier workshops).
ORGANIZATION/FOCUS
·
Read the first paragraph of the paper.
From the thesis, what is the "argument" or purpose for this
essay? What are the main components of this argument/claim? Based on the
thesis, in what order will the writer develop the essay? Does this order seem
effective? Are you at all confused by the phrasing or intent of this essay?
Even if you think that the thesis is "good," how do you think it
could be made better?
·
Quickly skim the "body"
paragraphs of the essay. Does the first sentence of each paragraph clearly
indicate the topic of that paragraph? Do the topic sentences appear to reflect
back to the content of the thesis? Does the phrasing appear artificial,
mechanical, "boring," or awkward?
·
Read the conclusion, then read the thesis
once more. Does the conclusion merely restate the thesis, or does it add a new
dimension to the topic? Does it reflect critical thinking, or does it digress
into cliches or general, "blandisms"? Even if you think that the
conclusion is "good," how do you think it could be made better?
·
Read the essay again. How well does the
writer support his or her claims? If the writer used other sources, is
quotation/ paraphrasing/ summarizing pertinent, or is it "filler"?
Could the writer have made better use of his or her sources? Why or why not?
Are you confused by any of the "connections" made in the paper? Why
or why not?
·
Check each of the paragraphs for
organization. How would you outline, for instance, the third paragraph of the
essay? Can you determine a logical progression of ideas? Why or why not? Is
this organization effective? Do the paragraphs read like a "grocery
list"?
·
Submit your suggestions to the author.
Once these preliminary revisions are made, it is time to move on to EDITING.
EDITING
·
By now, the writer should have a general
understanding of his or her "trouble spots" in grammar. Read through
the entire essay to determine if any such trouble spots exist. (Check out SMH if, for some reason, the author has yet
to check what the editorial notations mean)
·
Refer to the SMH's list of the 20 most common surface errors. Check if you think
(or are sure) that any of these errors may exist in the paper. Note these
errors for the author (later, you may want to suggest ways to correct the
errors; for now, mark the paper)
·
Using the MLA guidelines in SMH, check that the paper is set up in
MLA style, and uses proper MLA citation. Check that the list of Works Cited
also is properly formatted.