![]() ![]() The author could come prepared with a list of questions for the group and lead a discussion based on those questions.You could go through the piece paragraph-by-paragraph or section-by-section, with each reader offering comments and suggestions for improvement.Group members could respond verbally to the piece, each offering a personal, overall reaction to writing before opening the discussion to a broader give-and-take.See the Responding to Other People’s Writing worksheet in this packet for a helpful model. Group members could prepare a written response to the paper in the form of a letter to the writer, a paragraph, a written discussion of the work’s strengths and weaknesses, or on a form developed by the group.Group members could write comments and suggest editorial changes on their copies of the paper and give those to the writer during the group meeting.The following ideas might help you respond to work that has been distributed beforehand: Responding to work that you read outside of the group Standardized file-naming conventions will help members locate documents easily, e.g., consistently naming folders by Date_Name of writer (11.14.20_Maria or Nov. Internet-based file-sharing platforms make it easy to share files, and groups can choose a platform that will offer their members the appropriate level of access and security. Some writing groups ask members to distribute their work in advance of the group meeting, particularly if the piece of writing in question is lengthy. Choosing a writing issue to tackle together will help you understand the challenges each member is facing at the moment and enable you to plan meetings that will help group members meet those challenges. Decide, as a group, on a theme for the next meeting-brainstorming, drafting, proofreading, style, writer’s block, etc.Share your writing plans for the coming week or two so that your group members will know what kinds of writing they will see and so that you can help one another stick to your goals.You might explain which comments you chose to act on, or tell how a section of the piece has been reorganized or rethought in response to the group’s feedback. ![]() ![]()
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