Workshop Questions (Content)
Our purpose for workshop is neither to tear the paper to shreds nor to merely pat the writer on the back and tell him or her how great it is. Instead, we want to talk about what is working and what is not working so well in the paper. We want to reinforce what the paper does well and be sure to call attention to what might need reworking. Never say "this paper is great; don't change anything." If you are hesitant to say something in the paper isn't working, you can always phrase your concern in the form of a question. Remember the paper and its author are two different entities. Remembering this and making a distinction between paper and author helps us to give and receive negative and positive comments. We need to talk about what the paper does well or needs to change, not what the author has done well or needs to work on. There is never a need to defend your paper. Accept and offer positive and negative feedback with equal grace. Remember that you are the author and it’s your call about what changes you will make. You should make comments in the margins and between lines. You can write a longer final comment at the end of the paper. Put you name at the top of each draft that you workshop.
Content workshop objectives: helping the writers narrow/find the focus of the paper, adding more detail, adding examples, developing transitions, and refining argumentation/narration. Be as specific and detailed as you can. We are not concerned about grammar. We are looking at this paper at the level of the page and paragraph. We are not proofreading at all. At this point, we are not even considering with word choice and grammar. We are not proofreading. This is a content workshop.
To the writer: Do you have any specific questions or concerns for the reader? You could list those questions/concerns for the reader on a separate sheet at the beginning or end of the paper.
1) Is the introduction effective? Does it grab the reader's interest? If needed, does it provide a clear thesis? If not, give suggestions for improvement.
2) Is there more than one thesis or story in this paper? Identify where they are and explain which one you think the paper should focus on.
3) Has the paper grabbed the reader's interest and introduced some sort of conflict or tension before the second page, preferably in the first paragraph?
4) What's your favorite paragraph? Why?
5) What's your least favorite paragraph? Why?
6) What is the paper's number one strength?
7) What is the paper's number one weakness?
8) If you had to pick one color to describe this paper, would color would you pick and why?
9) Does the paper cover too much/little?
10) What would you like to hear more about?
11) What would you like to hear less about?
12) A question I have for the paper is . . .
13) I really liked . . .
14) For the next draft the paper needs to . . .
15) Has the conclusion done more than simply restated all the action or information we have already heard? Does it leave us with something to think about? Has it ended predictably or summed everything up in some sort of platitude or cliched lesson?
16) What could or should the writer do for the next draft?
17) Any paragraphs that work better in other places? Draw arrows and explain what should go where.
18) Can the writer use more description? Where?
19) Could the writer use more or less (or both) dialogue? Where?
20) Does the dialogue sound natural? If not, how could it be improved?
21) Are the whats/whens/whys/hows of the paper clear?
22) Where are you confused and/or need more explanation?
23) If the paper did not hold your interest, where did you lose interest?
24) What would make the paper more interesting?
25) What sentences could be combined or shortened (Give examples)?
26) You need to be more specific here . . .
27) Where can be detail and description be added?
28) What are the most descriptive and detailed parts of the paper?
29) Any filler or dead spots in the paper that could be eliminated?
30) A question I have for the paper is . . .
32) I would describe the voice or tone of the paper as . . .