Peer Writing Groups

• Peer Writing Groups - write a project/paper or set of papers/projects together. Each person has assigned tasks. Success depends on everyone doing their part. 

• Beta Reader Groups - they act as a kind of "test audience." Usually works read are near completion, or in "completed first draft" format. The goal is to give feedback. 

• Critique Groups - the goal is to critique each group member's writing. This kind of group meet regularly (weekly, every two weeks, once a month) and each meeting involves new writing (not edited writing, but "new pages"). 

It's Not Your Show. It's Theirs.

• • When giving feedback, remember the choice to take or leave feedback lies with the author, not the critic. 

  • If two or more reviewers have conflicting views, let that be a catalyst for healthy conversation, not competition, not power plays. 

  • Be willing to "not always be right." 

  • Don't be offended if someone chooses not to use your feedback. 

The Goal is Improvement, Increased Productivity, "more pages."

• • The goal here is to improve a person's writing. 

  • But ALSO, to encourage and help people get over writing blocks, or other things that might be discouraging. 

Be Humble. Both Ways.

• • When giving feedback, do it with the thought of how the person receiving the feedback will hear it. How will they hear it, replay it, in their own thoughts, well after this meeting ends? 

  • Let's face it, receiving feedback that is intended to improve can be tough. Work to be open to the feedback and suggestions. Work to discern if you will use feedback. 

  • In feedback meetings, every person's voice and opinion matters. It's important that each person has the time to fully give their opinions and advice. 

  • Bluntly - one person should not speak more than all others in the group. Avoid being the person who must have all the attention in a meeting. 

Constructive Feedback is Valuable. Destructive is Damaging.

• • As alluded to in the previous points, be humble, even gentle with feedback. Examples:

    1. Destructive - I really hated your first part. It seemed kind of pointless.

       • Constructive - I wondered about the first part of your paper. Can you tell me a little more about the first part of this? 

    2. Destructive - Didn't you learn anything in research classes? The purpose statement is supposed to be on the second page. 

       • Constructive - After I read it, I found myself wondering if the purpose statement should be at the end of this first section. What do you think? 

  • Constructive feedback BUILDS skills, knowledge, self-esteem, willingness to learn (intrinsic motivation)

  • Destructive feedback DESTROYS self-esteem, motivation, willingness to change (intrinsic motivation)

Meeting 1 - One person in the group must take the lead to set up the first meeting and send the meeting Zoom link. Send the meeting invite to each group member with Zoom information. 

In this meeting, you get to know each other's personalities, trying to gain a comfort level with each person in the group. 

• Complete 2-3 "get to know you" activities. Here are some examples:

• https://wintersediting.com/engaging-writing-exercises-for-a-group-setting/  

  1. Two Lies and a Truth - Which is true? Which is false?

     • I was born in Costa Rica and enjoyed weekly beach trips. 

     • I used to ride a Shetland pony named Buck when I was little. 

     • I drove an 18-wheeler for part of my early life.

  2. Write Poorly On Purpose - Write 2-3 poorly written sentences, a poorly written example of a research summary, etc. 

     • The people who were in this study somehow felt the need to write offensive responses in the final comments question, so I had to remove some of those people in order to keep my own emotions in check. 

     • Those were the authors who talked a lot about sight-singing in band, but those authors never really talked about how choral students, those who sing in a group, learn how to read staff notation, especially in the middle school and beginning high school choral setting where they might not have as much motivation, or they might not have enough background from which they can draw. 

  3. Interview Your Group - Create a list of three questions that everyone answers. Ask follow up questions based on each person's answer. Here are some examples (but you can create your own!). 

     • What is your biggest fear in writing? 

     • Describe how you feel when you reach an important goal?

     • What are your favorite things to do when you're not working, or working on graduate work?

• Before ending the meeting: 

  1. Everyone states their writing goals to be completed before the next meeting time.

  2. Set up the next meeting day/time. 

     • Decide who will run the Zoom room. 

     • Send the meeting invite to each group member with Zoom information.

• Final Task

  1. One person submits the Zoom link and notes (or each person can provide notes). 

Meeting 2 - This is the first meeting where writing is reviewed and critiqued. If you're wanting group members/partners to read more than 5 pages for review, send to them at least one week ahead of the meeting day/time. 

1. Each person talks about how well they did in meeting their previously stated goals. 

2. Choose the critique order (e.g. Mary goes first, then Jorge, then Jack, then Antoinette). 

3. Start the timer - 60 minutes. 

4. Read the each person's writing and provide feedback. 

   • 2-5 minutes reading

   • 10-15 minutes giving feedback. 

   • Repeat for each person. 

5. Debrief. Set goals to meet before the next meeting. 

6. Set up the next meeting day/time. 

   • Decide who will run the Zoom room. 

   • Send the meeting invite to each group member with Zoom information.

7. One person submits the Zoom link and notes (or each person can provide notes). 

Meetings 3-4 (and beyond) - Each person has "new pages" for feedback. If more than 5 new pages, send to the group at least one week in advance. 

1. Each person briefly talks about their writing since the previous meeting. Some "commiseration" may be included as well as encouragement. 

2. Start the timer and begin the feedback process described in Meeting 2. 

3. Debrief. Set goals to meet before the next meeting. If needed, change the format of how each person received feedback to fit your group.

4. Set up the next meeting day/time. 

   • Decide who will run the Zoom room. 

   • Send the meeting invite to each group member with Zoom information.

5. One person submits the Zoom link and notes (or each person can provide notes). 

• https://elginwriters.com/4-ways-to-make-the-most-of-a-critique-group/ 

• https://www.amysuto.com/desk-of-amy-suto/2017/10/how-to-work-with-a-writing-partner-and-not-murder-each-other

• https://www.dabblewriter.com/articles/critical-feedback 

• https://www.tomeworksedits.com/blog/responding-to-critique

• https://www.writingforward.com/writing-tips/how-to-critique

• https://muddyum.net/lets-get-to-know-each-other-round-two-4c1a551076dd

• https://blog.reedsy.com/beta-readers/

• https://thewritingbarn.com/a-beginners-guide-to-critique-groups/

• https://writingcenter.unc.edu/tips-and-tools/writing-groups/activities-for-writing-groups/

• https://wintersediting.com/engaging-writing-exercises-for-a-group-setting/

• https://www.ingramspark.com/blog/activities-for-your-writing-group

• https://wac.colostate.edu/teaching/tipsheets/peerreviewSB.pdf