Erik's students engage in a protocol to review their final essays. Before class, students complete a two stars and a wish review for each of their team members. This review asks students to read their peer's essays, write what they think the central idea is, check off the main evidence, and give "two stars and a wish" for different parts of the essay (organization, evidence, tone). Students come together and each reviewer shares his or her evaluation of the essay before the author is given five minutes to ask questions and discuss.
Today students will participate in a peer-review protocol that builds on the "Two Stars and a Wish" peer-review work they've done earlier in the year.
The protocol is as follows:
1. Students will choose a timekeeper/facilitator and which essay they will work with first.
2. (NOTE: For this protocol, the writer will NOT speak until AFTER the other group members have talked about the piece; they should, however, take notes and have their own essay in hand for reference/annotating). One person will start by reading/explaining their Two Stars and a Wish review of the essay. The student must state what she or he thinks the central idea is first, then go through the rest of the ideas from the worksheet (5 minutes maximum).
3. Other members of the group then do the same, though they may simply "echo" another assessment if they had a similar perspective. Conversely, if two members have a different perspective (such as a different view of tone), they may briefly discuss why (5 minutes each--facilitator makes sure of time and that conversation is on task).
4. The WRITER will first state what their intended central idea is. Then, they will ask any questions they might have regarding the feedback, or for advice/suggestions (5 minutes). Group members will give their feedback sheets to the writer for reference (writers will hand these in with final paper).
5. Move on to the next essay and follow the same procedure.
As with other protocols I've done during the year, the time feature is really to keep students focused and on task, and efficient.
While students are doing this, I will circulate around the room to listen in to their conversations, both to hear where students have gone with these essays, but also to assure they are clear about the rhetorical appeals and strategies--if there are any misconceptions, I may enter the discussion for a moment to clear that up as they go into tomorrow's exam.