The main focus of class this week was our comparative essay. In my group we had previously outlined our essay, so the bulk of our time in class was spent making our notes into paragraphs. Doing it this way made the writing process easier and quicker, as our ideas were already laid out. My group picked Communion, Shakespeare, and Symbolism as our relating topics for our books. It was interesting to discuss these ideas with my group members. We split the work up evenly, but we were very collaborative and helped each other with all paragraphs. We thought it would be easier to write the comparative paragraphs first, and then write the introduction and conclusion. Because each of our writing styles, and individual voices are different, it was a challenge to make the paragraphs flow together nicely and make the essay sound like one voice. After our essay was completely finished we formatted it in the correct MLA format.
After our essays were finished, we spent the end of the week peer reviewing our essays. Each group was paired with group that read different books than they did. This way, the writers of the essay got reviews from readers who had, ideally, no former knowledge of the books. With this type of peer review, our essay was over all more comprehensible. Focusing on the whole picture of the essay, rather than tiny details, like comas, is a much more helpful way of peer review. Mr. S also asked for “two stars and a wish.” Meaning, he wants us to say two things the writer did really well, and one thing the writer could change to make their essay better.
1 Comment
Andy Schoenborn
10/1/2016 01:06:59 pm
Hi Sela,
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