In Peer Review, you will read over two peer drafts and leave "actionable" feedback. First, you need to prep your own draft. Please do the following to your OWN draft:
- Make sure you have a creative title.
- Above the title, leave a sentence or two of what your greatest need is moving into draft two.
- Highlight a sentence or section in orange if you think it is your strongest piece of writing.
- Highlight a sentence or section in purple if it needs special attention.
Now, for peer review. In your 20 or so minutes you should do the following:
- Look for points that are unclear and comment on them. Why are they unclear?
- If you find something very clear and strong, make sure you indicate that to the author.
- If something seems contradictory, explain how you came to that conclusion.
- If the sentence is hard to understand or read, indicate why (punctuation, word choice, subject/verb agreement, tense shifts).
Some key things to remember:
- Don't start your paragraph with a direct quote or paraphrase unless it is a hook for the introduction.
- Don't end a paragraph with a direct quote. If you are using a quote, you need to have analysis on both sides.
- Don't drop quotes in without an introduction. Don't let them speak for you. You want to contextualize them.
- Remember to change up your introductory clauses: Smith (states)(exclaims)(concludes)(explains)(emphasizes)(states)...
- Only use the name of the article/book/chapter if it is relevant to the discussion. Most times, the author's name is fine.
- Use the full name of the author(s) the first time you use them (especially in a section). After, just use last name.
- Many times, a paraphrase is better than a direct quote.
James Paul Gee states that “schools, as we know them, are a poor fit with how human beings actually develop,” and good ideas at schools “often become prey to reformers and businesses seeking to standardize, commodify, and go to scale in the name of profit and efficiency” (157). Policy makers and stakeholders in public education dismiss critical studies in media production in the classroom due to “the lack of familiarity and/or resources” (Kafai and Burke, 15). Although young people understand complex systems, the school-based literacies they are being tested on don’t match up with the literacies the world has in practice all around them.
Transmediation, or what Henry Jenkins coined as “convergence culture,” is a place “where old and new media collide,” but, more specifically, “the flow of content across multiple media platforms, the cooperation between multiple media industries, and the migratory behavior of media audiences who will go almost anywhere in search of the kinds of entertainment experiences they want” (2). Convergence culture is part of a “cultural shift” where the consumers of the media seek out new information and draw connections between other media content which embodies a “participatory culture” (3).
To juxtapose this seemingly lawless society, Aaron Schwabach’s article, "Harry Potter and the Unforgivable Curses,” tries to reason why certain spells are deemed “unforgivable” in the realm of Harry Potter, yet others are used freely. The three unforgivables are the Imperious, Cruciatus, and killing curses. They are even classified as a curse instead of a spell. Schwabach writes off the Cruciatus Curse quickly because “[t]orture is universally recognized as a crime, and there is no legitimate use for a curse that does nothing other than cause pain and, in some cases, insanity” (313).
Outside the main noble houses, he is usually treated with respect and authority. His wealth provides the means for the performance. The first time he meets with Sansa Stark, she describes him as: “[t]he man [who] wore a heavy cloak with a fur collar, fastened with a silver mockingbird, and he had the effortless manner of a high lord” (A Game of Thrones 249). The mockingbird is an explicit commentary on the mimicking nature of the literary trickster and how Baelish conducts himself among nobles, most of all in dress.
Links to consider:
- Columbia on introducing quotes: HERE
- Purdue Owl on direct, paraphrase, and summary: HERE
- Norton Guide to writing: HERE