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2Fer Peer Editing Practices.

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Peer editing is a real cornerstone of the English program at SLA. From freshman year on, we edit on paper, online, in the Lit Lab… I hope to devote some time describing each of these systems, but for now I want to focus on how we use Google Docs for peer editing in the 11th grade.

The set-up is simple enough — you come in with a draft, share your Google Doc with a student at your table, and we’re off to the races. The commenting function in GDocs (Command + Option + M on a Mac) still has a novelty to it, and soon students are typing furiously into their peer’s papers.

Students are used to this process by the 11th grade, so I don’t spend much time discussing norms for respect and constructive criticism. Last year, however, students did give me some mid-year feedback that they felt quality of peer editing varied widely, for a variety of reasons. To help close the gap between students, I instigated a couple of policies:

1. When you come into class, your responsibility is immediately to your peer’s paper, not your own. Students with incomplete drafts would sometimes steal every spare second to expand their own paper, instead of giving their undivided energy to their peer. Making that explicitly off-limits has eliminated the behavior.

2. Because 2Fers vary in topic, originally I didn’t have an editing checklist or set of guidelines (I know, I know.) Now students get a slip with the following four reminders:

  • [   ] I reworded the thesis in my own words, and made suggestions as necessary.
  • [   ] At the end of each paragraph, I commented on how this section supported the thesis (or not).
  • [   ] I read the paper for spelling, grammar, punctuation, and usage.
  • [   ] I checked the paper and deleted/reworded where they used the first or second person – “I” “me” “my” “we” “our” “you” “your”
Right now this list is used as a self-assessment. While I certainly use the guidelines as a nudge for struggling and/or lazy editors, their primary function is to facilitate engagement with peers, not to force a structure or program on the individual. We had our first peer editing session on Friday, and at the end of class the discussions between students were earnest, thorough, and I was barely involved. Which was really, really excellent… and not just because I was using the time to do some rapid-fire tech troubleshooting. If the goal is to make them capable of managing the entire writing process on their own, we’re well on our way.

Starting up the 2Fer tradition.

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In the last year, I have made a few presentations about using Google Docs as a venue for student essays at SLA. During those presentations, I tended to gloss over the assignment we first adapted for GDocs — which is a shame, because it deserves its own moment in the spotlight.

The original brainchild of Mr. Chase, the instructions for 2Fers currently read as follows:

A 2Fer is an analytical paper on any topic you choose. There are four basic guidelines that must be followed:

1. The 2fer has a thesis statement that is unique, insightful, and debatable. It does not re-state a commonly held belief or choose sides in a worn-out debate — it reflects an observation and conclusion you have come to on your own.

2. The 2fer uses at least two outside sources to support your thesis, and cites them correctly. This includes integrating the information seamlessly into the text of your essay, and using correct MLA citation for both the in-text citation and the works cited page.

3. The 2fer never uses the first or second person (“I” or “you.”) Instead of writing “I think that…” just write what you think!  If you quote a source where the speaker says “I” or “you,” that’s fine.

4. The 2fer proves its thesis statement through the quality of analysis and factual support, not raw force of opinion. Avoid topics where your personal feelings dominate the paper, or rely heavily on individual experiences or beliefs (the existence of an afterlife, the nature of love, etc.) Look instead for topics where there is a wealth of credible outside material you can mine for support. A well-written 2Fer doesn’t argue, it proves.

You want to write about the magazine you’re reading? Do it. The video game you’re playing? Awesome. The mysteries of SEPTA? Absolutely. Are you feeling meta today, and want to attempt the 2Fer-about-a-2Fer? A valiant endeavor, where many students have gone before (with amusing results.)

This freedom of choice is obviously a blessing and a curse. To help students narrow it down, we’ve been talking about how to come up with a viable thesis statement — which, of course, first requires that you ask the right question. See the slide deck below for a glimpse into our conversations.

Being Ms. Pahomov.

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The first year I started teaching, being called “Ms. Pahomov” was kind of a trip. (It was actually the second year of that, but “Frau Pahomov” in Germany didn’t phase me the same way.)

“Do kids really call you that?” My friends couldn’t believe it. It was the biggest sign that I was a Grown-Up Teacher. “Does this mean you have to wear cheesy sweaters to school?”

For the first couple of years, Ms. Pahomov felt like an alternate version of me — and one that took a lot of effort. It seemed there was such a long list of restrictions — better manners, respectable clothing, avoiding profanity… not to mention having to be (only) adult in the room, at the ready if someone freaked out, or fainted, or worse. Ms. Pahomov strove to do all those things well. Larissa got to chill out when the day was over — and then had to plot how Ms. Pahomov would present herself tomorrow.

The turning point in this story is not, “and then I got over it.” I still do feel the pressure of being entrusted with educating our nation’s youth. I consider myself a public servant (although the language of politics and my contract doesn’t necessarily agree with me).  I ask them to be their best selves, so I try to be my best self as much as possible.

What I did realize, however, is that teaching at SLA is WAY less restrictive than many jobs that are “kid free.”  As some of my friends advance in their selected professions, I watch them struggle with the fact that they are expected to buy into corporate or mainstream society, even if they object to those norms. In my classroom, we have enough space to question the way the world it set up — maybe not through action, but at least through reading and discussion.

Plus, I don’t have to wear a suit, or high heels, or make-up. I don’t have to read from a script (although I know that many teachers do.) I’m not in a cubicle, and we can go outside whenever we want. Yeah, topics X Y and Z are inappropriate, but everything else is totally on the table (and when students start using silly synonyms for sex, I say the word out loud, just to call them on it.) There are also more opportunities to be loving and silly than I ever got in an office setting.

All this, in exchange for being called by my last name? I’ll take it.

Being Ms. Pahomov