• Each group member gets 20 minutes devoted to the review and feedback of his/her writing.
  
• For each 20 min cycle:
  
• 2 min: author reminds group of purpose and destination of writing and, as needed, directs group to focus on specific portions of writing and/or types of feedback
  
• 5 min: each reviewer takes a turn at verbalizing specific reactions to the writing
  
• Verbal feedback should be very specific, focus on the most significant leverage points, and include:
• Strengths: What you liked about the writing
• Problem Areas: What you found distracting, divergent, or difficult to understand
• Improvements: How you think the writing could be improved
  
• 3 min: author closes out his/her time by:
• ensuring his/her understanding of feedback through clarifying comments/questions
• setting the direction for his/her next writing session by summarizing top priorities and next steps
• collecting written feedback from reviewers
  
• Tips
• Do not treat feedback session like a discussion
• Reviewers speak more, author speaks less
• Someone other than author keeps time and gives “one minute warnings”
• Author: Listen. Do not take feedback personally. Do not defend your work. Later, you will keep the best, discard the rest.

Durst, R. K. (1992). A writer’s community: How teachers can form writing groups. In K. L. Dahl (Ed.),

Teacher as writer: Entering the professional conversation. Urbana, IL: National Council of Teachers of English.