Reader's Reports

Objective: Workshop isn’t simply for the benefit of the writers whose work is being discussed. Workshops work best when we remember the goal in front of us: not to “fix” the particular paper being discussed but to use it as an example and opportunity for discussion. By reading, assessing, and thoughtfully discussing another student’s paper, you can identify common risks and trouble spots, evaluate what works and what doesn’t, and derive certain principles about successful approaches to a particular paper assignment. You can also develop your sense of how our lexicon of “Elements of Academic Essay” and “Academic Information” actually works in practice (“Oh, so that’s what we mean by orienting the reader, presenting what’s at stake, providing counterargument, etc.”). A good workshop helps every student present write or revise a better paper.

Assignment:For each draft in each unit of our course, read the paper(s) selected for workshop, generate a reader’s report, and come to class prepared to discuss the paper in the context of our shared concerns regarding the assignment.

Instructions: The principles that will help you read fellow students’ papers carefully and thoughtfully (and that will ultimately benefit your writing most) fall into practical and philosophical categories:

Practical (the nuts and bolts of reading):

  1. Read the manuscript with pen or pencil in hand, making notes as you go along. Be sure to note in the margins where the essay works particularly well for you (“the analysis here is really convincing—great choice of material from the play”), as well as where you stop, ask questions, etc. (“I’m not following the transition to this paragraph” or “the main idea here seems to have changed—you’re now contradicting the point you made in paragraph 2,” etc.). (You’ll give this annotated copy back to the writer.)
  2. At the end, write a (typed) reader’s report. This is a response to the draft as a whole, about a page in length, focusing on the overall issues that seem to you most important. Praise the strengths, point out the trouble spots, and make suggestions for revision (see the “Sample Reader’s Reports” for examples of good and less good reader’s reports).
  3. On the whole, your stylistic comments should note patterns or habits. What does the writer seem to do consistently well? Is there a regular difficulty with unclear phrasing or choppy sentences? Mark those trouble spots (usually easiest to draw a squiggly line under them), but remember that this is a draft you’re reading; minute stylistic comments on every sentence are less likely to help, since at least some of those sentences are likely to be cut. (The exception: it does make sense to note sentences or phrases that are particularly striking or successful: every writer likes to know what she or he did well!)

When commenting, it usually takes me 30-45 minutes per essay; the time you spend with your reading/commenting should be in the same ballpark.

Philosophical:

  1. Specificity helps. In any essay there will be aspects you like and others you think don’t work as well; the goal is to offer that feedback to the writer in a way that helps him or her make the best use of the information. “I liked it a lot” as the sum total of your comments isn’t going to help the writer very much; neither is “this doesn’t quite work.” How can you make your comments specific enough so that the writer has some guidance during revision? What exactly works well and why? Which areas seem less successful and why? Keying your observations to the particular goals of that assignment, or to the Elements of Academic Argument, helps keep your comments more specific.
  2. Put yourself in the writer’s shoes. If you were receiving feedback on an essay, what kinds of comments would it help you to hear? What kinds of suggestions can you offer? Remember that you have a fresh perspective to bring to this piece of writing (a piece which the writer can undoubtedly see a lot less clearly at this point).
  3. Think about the macro level instead of the micro. We’re not editing; we’re workshopping. Try stepping back from the essay and thinking about what would make the whole work better. Should paragraphs be moved? Sections cut? Rearranged? The writer should be able to leave the discussion with new ideas about how to approach the essay. (Former Expos Director Nancy Sommers noted that when experienced writers revise, they often make major changes in idea and organization; student writers tend to make changes in word choice or sentences but leave the essay essentially unaltered. How would an experienced writer approach a revision of this essay?)
  4. Read for what’s there as well as what’s not. In what ways does the essay discover new ideas as it progresses? Do the introduction and the stated thesis “fit” the rest of the essay? How can the opening and the pages that follow be brought into better harmony with each other?

Sample Reader's Reports

Sample Reader's Report #1 [this is not so good]

Dear L,

This is awesome. I think you pretty much nailed it. You look at the play and find all the quotes that show your best points. You used sources and did a good job with them. They back up your points and help you with your motive. I like your transitions. Maybe work on the flow so readers see where you’re going with your argument.

B

 

Sample Peer Letter #2 [this is good]

Dear Sue,

You’re argument – that Shakespeare set up a tragic death for Ophelia by making her the innocent victim of a misogynistic society – is interesting, provocative, and (I think) right on point. Because you’ve got a solid argument, and you’ve gathered and presented all the right evidence, I’m going to suggest that your focus for revision should be on the presentation of the idea, especially the structure and style.

  • Thesis: If we think of Ophelia’s victimization as the first half of your thesis, we could say that the second half should be about what Shakespeare is up to when he makes Ophelia “minimally accountable” for her madness and death.
  • Structure: The paper, as it currently stands, feels like a “five-paragraph essay”: it lists three points in the intro, and then the body has three sections, one for each of those points. There’s probably a more effective way to structure your ideas and your paper.
  • Style: Your reader kind of gets the sense that you’re writing in a language that you’re not super-confident with. A certain anxiety is no doubt inevitable given that you haven’t had as much “on the ground” experience writing in English. But, honestly, you’ve got nothing to worry about because you’re a great reader of texts. Have a little fun with the paper: don’t worry about “getting it right.” Instead, do something zany or risky, which will allow your voice as a thinker and writer to shine through. I mean, you’re talking about some fairly offensive material here, right? Don’t be afraid to toss in a little outrage here and there.

Good luck!

Yours,

Jenni