I’m currently teaching a Simpson Colloquium course, and my students are working on their first paper assignment. I wanted to spend a little time in class making sure they were on the right track with their thesis statements. I found a wonderful activity online that combines peer review of thesis statements with a speed dating format. I asked all my students to bring a laptop to class (and everyone did). I then had each student create a Word file containing his or her thesis statement. Students then shifted one seat to the right and in 90 seconds completed any three of the following six prompts: I agree because…, I like the way you…, I wish I knew more about…, I am confused by…, I wonder if…, This thesis makes me think of….
One of the things I liked about this peer review activity is that it is what John Bean calls a response-centered review. Students shared their personal responses to the thesis statements, but did not offer any advice. That puts the responsibility on the writer for deciding what changes to make. I think it also reduces pressure on the reviewers; it is less intimidating to share personal responses than to give advice.
The instructions I found online are available at http://wps.ablongman.com/wps/media/objects/10197/10442555/CH1Supp2.pdf