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 Easily adapts to various forms or class structures  Ensures that papers are not written at the last minute, thus faculty are reading better papers


 Builds in discussion about audience consideration as it gives the writer an objective response to the ideas in a paper


 Establishes a dialogue and sets up a common vocabulary about the writing process


 Emphasizes ideas and content for revision  Takes place either in class or out of class


For Students/Writers


 Acknowledges the needs of both the writer and reader; writing is not a solitary act.


o Asks questions about how to put an essay together o Initiates a dialogue about writing o Encourages critical self-reflection by the writer o Helps people learn to listen and to develop strategies for accepting feedback


 Suggests ideas about structure  Encourages thinking about the process of writing  Provides a space for students to ask provocative questions in a moment when they might get addressed – before a final draft is graded.


 Provides time for reflection and revision, stressing the cyclical nature of writing  Allows debate about the writing to form. Ultimately, the writer has to make a decision about where to go in their essay; they learn that they are responsible for what they produce.


 Takes place either in class or out of class Application 34


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