Design Document IV

Writing Protocol
Facilitators• Keep a notebook in order to take notes
• Keep track of time (a student will do this)
• Introduce yourself to the students and ask them how their day was
• Ask the students what they have brought in today to work on
• Encourage students to talk with one another “Ask, (student) what do you think about (topic)?”
• Give students equal chances to talk to one another
• Ask the students if they have encountered the same issues as the person who is talking
• Ask students what advice they can give if they have encountered a similar situation
• Make sure that the students have written something down before the session ends
• Ask the students what they can work on in order to improve their paper (what is their plan?)
• Always emphasize the positive areas before addressing some areas of concerns
• Make the students own their writing, don’t tell them what is wrong, ask them what they think about it.
• Ask the students for positive feedback, what did they like?
• Brainstorm with students who came to the session with no writing or draft. Have them free write or jot down some ideas and then have students explain.
• Direct the flow of conversation traffic. Make sure that students are not off topic, always bring them back to the focus of the group
• Take notes not only on what the students read on their paper, but how they explain their work. They may be revealing some great ideas but have not tied it together with their writing.
• Direct students to the main ideas on their readings, don’t tell them the answers. Show them how to find the answers.

Students
*should reflect on their writing
Should avoid just trying to fix grammar
Should focus on their content, audience and organization before the low order concerns
Should come prepared to class, bring drafts, writing prompts, outlines, syllabus and resources
Take their own attendance by signing in on the board or on paper
Provide classmates with electronic copies of their work in order for the rest of the group to follow along
Provide peers with constructive criticism through conversations prompted by facilitator
Tell the facilitator and peers about what the professor said about the assignment and how they will be graded and how they have been graded in the past (if this is not their first time working with that professor)