Contributed by Elizabeth Alexander, 2014
- To identify audience needs and revise writing accordingly
- Engage in self-assessment and self-critique for more effective communication with different audiences
When to use this:
In a unit in which students must revise a piece using a different mode and/or for a different audience
Ask students to bring an outside piece of original writing that was deemed successful by somebody else. This can be ANYTHING. It can be a contest entry, a publication, a school assignment, a blog, a social media interaction, a public or private letter, etc.
In small groups students share their piece or summarize it (depending on the length) and reflect on why it was successful and according to whom and what they think was strong / weak about this particular piece.
The group will look for trends or raise questions as they define success. Have them record and share out the group-think (bigger piece of paper to hang up, the whiteboard, online in a discussion forum).
Students will self-assess assigned piece of writing and self-reflect on what changes would be made in order to meet some of the definitions of success the class generated with the outside pieces.
Outside piece: a compare / contrast essay of two different events during the Civil Rights Movement for a U. S. history class
Group-Think Success: balanced points with two comparisons and two contrasts
Revision of “How To’ Essay: include a “how not to’ paragraph
I would have a variety of examples to share for the group think just in case students don’t remember to bring their own examples