Activity 11.2 Why Assessing and Revising Learning skills: observing, recording, being non-judgmental All published writing, including this textbook, and all forms of scientific, academic, creative, and journalistic writing, goes through multiple revisions. Even professional writing within a company often gets feedback before it is shared with a wider audience. Editors, colleagues, or other experts in the field give feedback on the information presented, the organization of the information, the style of the writing, and how the piece of writing addresses the needs of the intended audience. This is consistent with the Writing Methodology, which requires assessment, revision, and proofreading before the writer turns in an assignment or produces a final copy. If you become comfortable and efficient at assessing and editing your own written work, you will become a more confident writer who can consistently produce high quality written work. Sometimes what we want to say is so clear in our own mind that we have a hard time seeing that we haven t made that clear in our writing. Assessing a classmate s work will give you practice in assessing your own work because you will only have the written page to go on. Being able to assess others writing and receiving assessments about your writing from others will make you a stronger writer. And that will make you a successful student and a valued employee in your field! Learning Objectives 1. Build appreciation for the value of assessment and revision. 2. Practice performing an assessment. 3. Use assessment feedback to make revisions in your written work. Performance Criteria Criterion #1: the assessment feedback you provide Attributes: a. objective, accurate, and detailed b. responds to prompts in the Writing Assessment Form Criterion #2: the revised draft of the essay you produce Attributes: a. changes are made based on at least five feedback items b. overall quality is improved Chapter 11 Writing in College 299
Resources The Writing Methodology The assessment Abby s peers performed on her essay (to be used as an example) Your first draft from Activity 11.1 Your completed Writing Assessment Form (included in this activity) which you receive from a partner Plan 1. Exchange the draft of the essay you wrote for Activity 11.1 with a classmate. 2. Use the Writing Assessment Form (included in this activity) to assess your classmate s writing. 3. Provide your partner with the completed Writing Assessment Form. 4. Use the assessment feedback you receive to help you revise your draft. 5. Answer the Critical Thinking Questions. Share your responses to these questions with your classmate. Critical Thinking Questions 1. What was most useful about the feedback you received? 300 Foundations of Learning
2. Did you disagree with any feedback you received? If so, why? 3. What did you learn about your own writing from your classmate s feedback? 4. What did you learn about the writing process from the experience of assessing your classmate s writing? Chapter 11 Writing in College 301
Writing Assessment Form 1. Thesis statement: The argument or purpose of the paper is clearly stated. What is the main purpose or point of this essay? a. In what ways does this essay make the point effectively? b. What could be done to make the main point more effective? 2. Relevance: The writing contributes something unique to the world; the intended audience is likely to find it valuable, important, and interesting because it resonates with their needs. Is the writing relevant to the intended audience? (Does it connect?) a. In what ways is the writing relevant? b. How could the writing be more relevant to the intended audience? 302 Foundations of Learning
3. Depth of knowledge: The breadth and depth of knowledge demonstrated by the writing gives the reader confidence that what is being said is substantial and comprehensive. Does the writer demonstrate a depth of knowledge? a. In what ways does the writer demonstrate that he/she knows what he/she is writing about? b. How could the writer better demonstrate a depth of knowledge? 4. Accuracy of the evidence: The credibility of the writer is established because each item of key supporting evidence is properly cited and referenced. Does the writing show evidence of research and use of credible sources? a. In what ways does the writing show that research was performed? b. How could additional research strengthen the writing? Chapter 11 Writing in College 303
5. Clarity of content: The concepts are articulated clearly and each idea is substantiated in a way that satisfies the conventions of the writer s discipline or field. Are supporting points clear? a. What supporting points are clearly expressed? b. What points need more clarification? 6. Logical development: The flow of the argument or thesis builds on evidence to a meaningful conclusion; there are no fallacies or unsubstantiated inferences based on faulty premises. Is the essay organized to flow logically? a. In what ways is the essay organized to flow logically? b. What could be done to make the essay more logically organized? 304 Foundations of Learning
7. Analysis of the competing ideas/perspectives: The author shares a set of opposing and conflicting perspectives and shows how these relate to the thesis. (Note: this does not necessarily apply to all forms of writing; persuasive or argumentative essays may handle competing ideas differently.) Does the writer acknowledge competing viewpoints? a. Does the writer address, or otherwise acknowledge alternative viewpoints or arguments? b. Could the writing be made stronger by the introduction of alternative points of view? How? 8. Synthesis: Concepts are supported with evidence, analyzed, and integrated; solutions are woven together in a powerful summary. Does the writer synthesize or bring together concepts and evidence into a summary? a. In what way does the writer demonstrate synthesis of concepts and evidence to produce a summary? b. How might the writer further strengthen synthesis of concepts and evidence leading to a summary? Chapter 11 Writing in College 305
9. Mechanics of writing: The format, presentation, and style of writing match the expectations of the intended audience; it is accurate, appropriately structured, and grammatically correct. How does the writing itself add to or detract from the writer s overall purpose? a. Give two examples of especially well-phrased and nicely written sentences. b. Give two examples where the grammar, punctuation, or sentence structure could be improved. 10. Effective use of Language: Words are used appropriately and defined when necessary to effectively convey meaning; the writer is careful to minimize unnecessary jargon. Does the writer use language appropriately? a. Does the writing include definitions when needed or use language that the intended audience will understand and appreciate? b. Could the writing could be made more clear by offering a definition or alternative wording? 306 Foundations of Learning