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Side Shadowing A Revision Strategy 2

This document provides instructions for a revision strategy called "sideshadowing" to be used for seminar papers. [1] Sideshadowing involves critically reflecting on each paragraph and documenting comments in the margins to explore additional potential within the draft and improve the next version. [2] Students are asked to read each paragraph with a critical eye and write responses to questions about problematic sections, out-of-place sentences, and ways to improve vagueness or other issues. [3] At the end, students should write about their satisfaction with the paper's quality and ask a question for readers to answer about the paper or major decisions needing to be made.

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317 views

Side Shadowing A Revision Strategy 2

This document provides instructions for a revision strategy called "sideshadowing" to be used for seminar papers. [1] Sideshadowing involves critically reflecting on each paragraph and documenting comments in the margins to explore additional potential within the draft and improve the next version. [2] Students are asked to read each paragraph with a critical eye and write responses to questions about problematic sections, out-of-place sentences, and ways to improve vagueness or other issues. [3] At the end, students should write about their satisfaction with the paper's quality and ask a question for readers to answer about the paper or major decisions needing to be made.

Uploaded by

Dominic Mills
Copyright
© Attribution Non-Commercial (BY-NC)
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Download as DOC, PDF, TXT or read online on Scribd
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Sideshadowing Revision Strategy for FD14A Seminars For this weeks revision activity, we are using elements of a revision

strategy known as sideshadowing. The term sideshadowing was coined by Gary Saul Morson (1994) in the field of literary studies, but it has been adapted into other areas of the academy. Sideshadowing for our purposes is a process of reflection that helps us to explore the true potential of our drafts (helps us to understand what else might be lurking in the shadows of each paragraph). This reflection is documented in the margins (for us, on the left side that was left blank originally). Your own critical reflection combined with the critical response of your reader, will enrich the process of revealing the possibilities of your paper, thereby improving the quality of the next draft. Instructions: Before the next class, read each paragraph with a critical eye, and write on the page to the left, comments responding to the following questions. Try to write one response to each paragraph:
1. Which section of the paragraph do you find most problematic and why? 2. Is there a sentence that seems out of place? Why? 3. If there is a sentence/section that is vague, confusing or otherwise unsatisfactory,

underline it and write an improved version on the left. 4. What new insights have occurred to you that were not present when you first wrote the paragraph?

When you get to the end of the paper:


i)

Write a comment on the level of satisfaction you feel concerning the quality of the content and/or analysis provided in your paper. Write ONE question that you would like a reader to answer about the quality of your paper OR a question capturing a major decision that you think you need to make about the paper.

ii)

During the class, at least one reader will respond in writing to your marginal concerns.

Monica E Taylor Revised March 19, 2011

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