A majority of the time in class this week was spent on our comparative essays. My group and I made an outline before we started writing our paper. Having an outline made the writing process so much easier and allowed me to stay on topic. My group and I split the work evenly and we worked well together. Although we were each working on different paragraphs, I enjoyed how we edited each other's paragraphs and had open communication throughout the writing process. For example, we would ask each other about forgotten details in the books and we would help each other pick concise quotes. Usually, I am not a big fan of group projects, but I think we worked efficiently together. On top of that, we all enjoyed the books, so talking about what we thought of them was exiting. Once we finished writing and revising, we made sure the paper was in the correct format. I used this link as a guide: owl.english.purdue.edu/owl/resource/747/13/
Toward the end of the week, Mr. Schoenborn introduced a different approach to peer reviewing. In the past, peer editing focused on finding grammar mistakes or spelling errors. Now, we are looking at the paper as a whole. The process is now about making sure the paper is clear and logical in the mind of the reader. Something that might make sense to me could confuse someone who has not read the books. Therefore, we are switching papers with classmates who read different books than us. They will read the paper, pointing out those areas where the message wasn't clear. I think this is going to be really beneficial. In the past, students who peer reviewed my paper would not even read it. They would just look for places I could take out a comma or capitalize a proper noun. This new method of peer reviewing forces the reviewer to really understand the paper.
Toward the end of the week, Mr. Schoenborn introduced a different approach to peer reviewing. In the past, peer editing focused on finding grammar mistakes or spelling errors. Now, we are looking at the paper as a whole. The process is now about making sure the paper is clear and logical in the mind of the reader. Something that might make sense to me could confuse someone who has not read the books. Therefore, we are switching papers with classmates who read different books than us. They will read the paper, pointing out those areas where the message wasn't clear. I think this is going to be really beneficial. In the past, students who peer reviewed my paper would not even read it. They would just look for places I could take out a comma or capitalize a proper noun. This new method of peer reviewing forces the reviewer to really understand the paper.