June 3

We started with a writing into the day about our experiences with workshopping in the past.  Then, we shared our writing in small groups.

We covered the following red tape:

• About the handout you were supposed to bring today:
• Workshop reflection: Complete these questions on your blog after the workshop.  (It will be tomorrow night’s homework.)
• Self assessment reflection: Complete these questions on your blog when you turn in your second draft.
• The page minimum of three pages for the assignment means a FULL three pages.  Two and a half pages does not count.  You need to be at the bottom of the third page.  You can write more than three pages, if you want.

Next, we got into groups of 3-4 and made a list of the Do’s and Do Not’s of effective worshopping.  We created a class list on the board:

DO

• Read thoroughly
• Check their length
• Keep it simple
• Be clear
• Make suggestions not changes
• Ask questions to better understand it
• Focus on content first, then make suggestions about grammar and punctuation
• Check for clarity
• Ask questions
• Give feedback
• Point out what you found interesting
• Stay on topic
• Follow the guidelines of workshopping
• Be specific

DON’T

• Don’t rewrite the paper
• Don’t plagiarize from fellow classmates
• Don’t imitate the teacher/editor
• Don’t give empty praise
• Don’t be mean
• Don’t skim
• Don’t assume
• Don’t make editing your main focus
• Don’t be passive
• Don’t dumb the paper down
• Don’t go off topic

During this conversation, we also got into a heated debate about whether we should focus on grammar and other editing during workshop or whether we should only focus on content.

We talked about the purposes and value of workshoppoing.  See the handout you were supposed to bring to class and slide 47 on the PowerPoint.

We read a newspaper article about Charlie Boyd (see slide 49 on the PowerPoint).  We had to pick a point of view in the story (Charlie, the man driving behind him, the police officer, ect.) and rewrite the article.

We read Megan’s story and followed the steps on slide 48 on the PowerPoint to workshop it. 

Megan's concerns:

1. How can I help the reader see that the narrator is a stuffed rabbit?
2. Should I keep this as a story told to other stuffed animals or should I change it to some other form of story telling?

The class said:

• That was excellent
• You could say “my long ears.”
• It sounds more mature. 
• Hopping instead of walking
• Write “Hey guys guess what happened to me today” instead of “my fellow stuffed animals”
• Add in stuff animal language when Charlie grabs him by the ear
• You could write about another event like, “Ya know, Julio when he yanked off your stuffed ear.”
• I would keep the fellow stuffed animals because it’s clear-cut.
• Make it less wordy.

How was this a good example of effective workshop?

• We gave relevant suggestions.
• We didn’t try to rewrite the paper.
• We dissected content.
• We did not talk about punctuation.
• It was only when she said, “How do I restate this?” that I started focusing more on punctuation and grammar.

What did I do as the writer in this workshop?

• Listened to our opinions
• You showed the work, said what you wanted to fix
• You weren’t passive.
• You pointed at things that weren’t addressed yet.
• You responded to our feedback.
• You provided a good example of following the workshop structure.

Then we talked about the grading for tomorrow (see slide 50 on the PowerPoint).

Homework:

• Post your first draft of the Definition Essay on your blog.
• Bring enough hardcopies for your whole workshop group (including yourself).  The list of workshop groups is on Moodle.