5.2: Peer Review of Sample Dictionary Entry (Activity)
- Page ID
- 270481
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Notes to students:
Your instructor may have you do this activity before or after you submit your first draft of your dictionary entry. In either case, this activity will help you by asking you to consider the audience and purpose of a dictionary, to consider the components of an effective dictionary entry, and to review a sample dictionary entry.
Activity Outcomes:
Students will be able to identify strengths and areas for improvement in a draft of a dictionary entry. Specifically,
- Students will be able to identify places that the entry can be revised to better address the purpose and audience.
- Students will be able to identify specific revisions that can be made to change the register of the entry to increase formality.
Connection to course Student Learning Outcomes:
- Analyze rhetorical strategies used in course readings with an emphasis on developing voice, tone, audience, and purpose.
- Employ a recursive revision process through multiple drafts that integrates peer and instructor feedback into the finished writing and that includes self-editing strategies.
- Demonstrate academic literacy through writing conventions as appropriate to the assignment.
Steps:
Discuss the following questions with your classmates. Your instructor may ask you to write down your answers or to share out with the class.
- Consider the audience and purpose of the class dictionary you will be creating:
- Who will read the dictionary?
- What do you want them to learn from reading it? What should they be able to do after reading it?
- Considering the audience and purpose that you defined above, what elements do you think will make a dictionary entry effective?
With a partner, read the sample entry, “Chutzpah” (below) and answer these questions with your partner. Your instructor may ask you to write down your answers or to share out with the class.
- What do you like about this entry that you think makes it strong? (What ideas can you get from this about what you may want to be sure to include in your entry?)
- What is missing or unclear? What could or should be changed and why?
- Why is the first sentence in parentheses? Why is the second sentence underlined? Were these helpful choices that the writer made? Why or why not?
- When we talk about register in regards to our writing, we are talking about how formal or informal the writing is. As writers, we want to consider if we are using the correct level of formality when writing. In your opinion, is the paragraph below in the correct register to be an entry in our class dictionary? Why or why not? If not, how would you suggest that this author revise this entry? (Be as specific as possible.) If so, what makes the register effective or appropriate for our intended audience and purpose?
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Chutzpah (Chutzpah is pronounced like this: HOOT-spah.) To have chutzpah is to be very daring and bold. In slang, we might say that someone who has chutzpah has “balls,” or “guts.” Chutzpah is a Yiddish word and I most often heard my grandmother use the word when referring to a person who was willing to speak out or act out against authority. My dad explains that when he heard it growing up, it had a slightly negative connotation. He said, “it’s daring; it’s bold, but it’s kind of nasty too—someone who has gone a little over the edge. It might mean someone who is intrusive or pushy.” According to my dad, then, someone who has chutzpah might be a little bit aggressive or rude. For example, when my grandmother was playing bridge with her friends and a realtor, without being invited, knocked on the door to ask my grandmother if she was interested in selling her house, she said “that woman sure has chutzpah.” Last year I had a classmate who walked in to class forty minutes late with headphones on and a bag of McDonald’s food. I would say that he had chutzpah. |
Now that you have read and discussed the paragraph, consider the word that you are writing about for your class dictionary entry. What ideas did you get from reading this example? What are things you want to be sure to include in your entry? (You may want to spend some time brainstorming or free-writing or sharing your ideas with your partner or with the class.)
If you have already prepared a draft of your entry for class, you may want to spend some time revising and improving your entry or having your partner read your entry and offer you suggestions.