Critiquing the Neoclassicism/Romanticism Project
- Grade Level: High School
- Subject Area: Social Studies, Language Arts
Students request feedback on their projects from N/R
experts they have contacted. Students work in pairs to critique each other's
- Work collaboratively by critiquing a peer's N/R project and providing feedback.
- Request feedback on their projects from N/R experts they contact over email.
- Reflect on the qualities common to all of the well thought-out projects.
- Enhance writing skills by summarizing their partner's project in a brief
Materials and Resources
In developing our lessons and activities, we made some
assumptions about the hardware and software that would be available in the
classroom for teachers who visit the LETSNet Website. We assume that
teachers using our Internet-based lessons or activities have a computer (PC or
Macintosh) with the necessary hardware components (mouse, keyboard, and
monitor) as well as software (operating system, TCP/IP software, networking
or dial-up software, e-mail and a World Wide Web client program, preferably
Netscape, but perhaps Mosaic or Lynx). In the section below, we specify any
"special" hardware or software requirements for a lesson or
activity (in addition to those described above) and the level of Internet access
required to do the activity.
Special hardware requirements: Storage and publishing space for completed
Special software requirements: Multimedia design application such as
ClarisWorks, HyperCard, or Director; software application such as SoundEdit.
Internet access: Medium-speed (28,000 BPS via modem) or High-speed
(greater than 1 MBPS via network).
- Pair students so that each student edits the work of and is edited by the same
- Prior to the lesson, have students request feedback on their projects from
members of an e-mail discussion list they have joined or an N/R expert they
have contacted. Students should have access to this feedback during this
- Discuss with the students the purpose of the peer critique. It is a valuable
experience for students to critique the work of others. By doing so, students
gain a sense of what makes a well-supported argument or a nicely turned
phrase, as well as a sense of what can be done to strengthen sections of a
work that are less strong. Development of these understandings carries over
into the students' own projects.
- Provide students with time to examine
their partner's project closely.
- Provide students with time to discuss their
critiques of the project with their partners. Students may also discuss with
each other the feedback they have received from N/R experts with an emphasis
on determining how best to implement this feedback.
- Have students write a
brief statement of their reactions to their partner's project. These statements
may be exchanged so that students may consult them for Lesson Five.
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