Writing workshops (or peer review) are a key element of English 100. They are a component of the revision learning outcome and a standard practice throughout the multiple sections of the course. Writing workshops can be done a variety of ways. This is a non-comprehensive list of options, but feel free to try different practices to see what works for your particular class. The important thing is to allow students to read, evaluate, and support each others’ work, learning from and with each other.

Setting Up and Supporting Groups

• Assign students to a permanent group based on criteria of your choice, for instance majors, interests, learning or communication style. Some instructors prefer diverse groups; others create groups based on common interests.
• Assign students to random groups each time you do a writing workshop.
• Allow time for students to talk about their experiences in group with each other.
• Ask for anonymous feedback on how the groups are working and discuss positive and negative feedback in class.
• During conferences, ask students for feedback on how their groups are working.
• During Writing Workshops, observe groups informally or take a turn sitting in with each group.

Group Routines

You might want to create routines that groups follow each time they do a Writing Workshop or each time they do a certain kind of workshop (brainstorming, revision, editing).

Group routines might include:

• The writer always reads their draft aloud (or part of their draft).
• Students always bring copies for each other.
• Students read each others’ work before class.
• Students read each others’ work before class and write 2 questions for each writer.
• Students read each others’ work before class and write detailed comments for one writer.
• The writer does not speak while his or her writing is being discussed.
• The writer always has time at the end to ask questions or respond to them.

Other Practices

• Written guidelines for workshop are distributed at the beginning of each semester. The guidelines focus on particular skills that will be evaluated and reflected in grades.
• Students are required to respond in writing (a one-page reader response) to the essay being discussed. In class, the writer asks questions and elicits comments from the audience. Instructor does not look at papers commented on in peer review.
• Lead a discussion focusing on students’ past experiences with writing workshops. Also, lead a sample peer review (either of your own writing or of a student paper from a previous class – used with permission, of course).
• Distribute a handout recommending helpful language to use during Writing Workshops.
• Use GoogleDocs or Canvas to hold the Writing Workshop digitally.