October 1999

Student 1

1. Revise and resubmit may? cause people to get too obsessed about recreating something to hand back in and not naturally continue into the other phases.

2. It has to be done within a short time span or I feel it is useless.

3. Do you comment with our audience in mind?

4. Are you looking at your comments to us in regard to our unique interests/achievements?

5. I think your comments are helpful- but sometimes you have a tendency to ask a lot of questions in your comments which could make our thoughts broaden to a point of being overwhelmed.

Student 2

1. I find the reflective comments helpful for clarifying my thoughts and writing.

2. I find the act of rewriting is often just going through the motions in that the suggestions and comments are helpful for future assignments and progress, but not so important as a piece of writing.

3. Do you, Peter, when commenting, imagine yourself as a window to a larger audience, or do you respond as an individual only and how the work strikes you?

4. How do you distinguish between a difference in taste and/or opinion and a thinking and/or writing deficiency?

Student 3

1. The revise/resubmit process is a frustrating concept, because it is so different from my previous experiences with writing.

2. In spite of my frustration with the idea, I do see the value in the r/r system.

3. How do I accomplish it all? All of the required work in addition to r/r? This is a fear, not a complaint.

4. I'm not accustomed to trusting someone else with my work- it makes me somewhat anxious.

Student 4

1. Will the revise and resubmit system help me to continuously redefine and refine my thesis?

2. How can I make the revise and resubmit system work best for me?

3. Will the prescribed times of particular assignments match or inhibit my own timeframe? I'm sometimes unsure whether I'm doing more work to meet assignment deadlines that may not coincide with the needs of my project at a certain point. Who do you please?

4. Do you lose control over your work through the revise and resubmit system? Are you sharing the control/power with your professor?

5. How will I evaluate the worth of the system for myself? For my work as a teacher?

6. Since I have an academic interest in the writing process, I expect to learn more about the importance of effective feedback during the course of this semester.

Student 5

1. After having gone through this process last semester, I feel more comfortable this semester. Previously "revise and resubmit" had a feel of rejection, but I now realize this is not the case.

2. Revise and resubmit pushes me to do my best work. Instead of quickly throwing something together for the professor, I am now trying to produce something of meaning for me. Without such a process I'm not sure I could overcome the "I'll just do what needs to get done" attitude.

3. The procedure takes some of the pressure off. I know if it's not quite right, not only will I have a second chance, but I'll also have guidelines and suggestions. It's no longer a one-shot deal.

4. I have found, however, that sometimes it is too easy to stray from an original path based on feedback and follow Peter's idea in place of my own.

Student 6

1. I have no reservations about working under the system, but am concerned about my own lack of time in a busy life schedule. I have never fallen back upon this fact as an excuse for producing shoddy or substandard work. In face, I have thrived on "pressure cooker" situations (as described in Elbow) to produce some good written pieces for classes over the years. However, I am determined to work diligently and authentically through the revise and resubmit system, so that I may see a greater clarity and passion in my written work.

2. I have tried to maintain focus in my research, while at the same time leaving myself open for insights and new directional patterns to open up in my study. But deep in the pit of my stomach, I have a persistent unease caused by my fear that I will diverge from my topic, and be left with my thoughts inextricably woven within an intellectual morass.

3. I am excited about reading some of my written work to others in class. Usually, we students turn in papers to the professor and receive a letter grade and a small paragraph of comment. Face-to-face encounters with another human being, actively listening to my thoughts and ideas read aloud, will let me know instantly (if the listener is honest) whether I am communicating exactly what I intended at the moment each idea traveled through the ether of my mind and on through pen onto paper.

4. Under this system, I no longer have to feel that I am wasting time taking the time to let ideas and thought fragments gestate. It is essential to do this thought planning in order to make my writing clear and more concise at the time of revision.

5. I am determined to test my mettle with this research project; in order to approach my research and writing with a professional resolve (rather than a student's trepidation and caution), I will revise and resubmit my work until it meets professional standards- i.e. when it has acquired all of the qualities of intellectual excellence required for publication in a reputable journal.

6. Through combination of life circumstances, habit, and disposition, I tend to be somewhat of a loner. I am by no means a misogynist and/or hermit- I love community and sharing my thoughts and feelings with others. I crave human companionship and contact; but I am very reserved and shy around people I have not known long, or do not know intimately. CCT students and faculty are, for the most part, warm and open people. I feel very comfortable in CCT 698, and truly believe that everyone in the class will make him/herself available for counsel, critique, sharing, etc. As Peter mentions in the course packet, I have found the mid-class break affords golden opportunity for networking and support amongst individuals.

Student 7
1. My primary concern defining my thesis statement concretely so I can start doing some quality writing. ³It takes writing, thinking, and research together.²

2. Your comments are very specific. I have never been ³trained² to write with the ³audience in mind². I need to write with simplicity and engagement. I 100% agree with your premise of ³produce a product and receive a grade.² This is clearly not the purpose of this course.

3. As the semester progresses, I would like to see margin comments written so I know what to fix, delete or modify. As a suggestion, I can send to you via Email ³red text² to signify up to the minute revisions so you donıt have to read what is acceptable to both of us.

4. I would like more help with ³spoken dialogue² techniques in writing my paper so I can continue to engage them and make it as impactful as possible.

5. Phase of research and engagement: I have to keep going back to the ³overall vision² where I am going with this ³Thesis Statement².
Outling and mapping provides a visualize conceptualization. I agree with Rob Drakeıs comments on how he visualizes how the project will be written, presented, how the reader will receive the writer. Peter Elbowıs view of writing is the two skill sets-creating using words and ideas out of yourself, and criticize, the ability to ³see the best use of words to make the perfect flow of ideas. To analyze, synthesize and put your own original content into your writing is how I am approaching this course. Concept mapping is vital to outlining my project.

Student 8

1. My style of learning the concrete things do this by...The revere system forces me to do better. Not let go of something revisit for improvement and satisfaction.
2. I react to criticism. The information I get from you is taken in ³the veins² of how I write.
3. I have some hurdles to get over with my writing. I need to keep in mind. It might take more than one rewrite. I have become much more process oriented in my work rather than grade oriented.
3. In my freewriting, I commented on the format of your page. Perhaps a rubric for the comments or submits and resubmits might be helpful. Despite my insecurities with writing, I need to affirm as well as deal with constructive criticism.
5. Adapting to a new style is risk taking and involves trust. It was interesting to me how I was reluctant to pass on my trust. I had trust in what you tried and spoke, but subconsciously I was doubting myself.

Student 9

1. Intellectual property: I acknowledge that several people are working on hands on curriculum and other related projects and donıt necessarily want to inspire them in my direction as I feel my ideas are original and feel funny when another person says after I share my ideas with them that, ³yeah-I was thinking the same thing.²
2. Weak Writing skills: I feel that English is essentially a foreign language and that intimidates me to write but at the same time I love to get the feedback and clarification that you provide and so help me write better. Just have to overcome the intimidation first!
3. Perhaps the biggest problem I have is that I am the most self-critical person in the world! I never have enough done or the ³right² stuff done to bother handing anything in. Itıs a cover-up of what I feel are personal weaknesses but you already know them when you donıt get anything from me anyway!
4. I feel that I can definitely benefit from this system. I can see and appreciate the benefits I would derive from it and only need to overcome some inhibiting obstacles to make it work for me.
5. Do you want, or would you like also to see my progress with the model? So far I have only showed you my writing about the model and even that only theoretically. If you judge this to be also part of my school work then I will, but somehow in my mind I keep thinking only written words are for school, and therefore havenıt shown you anything of my model plans. Let me know.

Student 10

1. The idea of revise and re-submit sounds attractive to me because I have worked with that system before. The focus then was for me to learn and become a great writer. Although you and I have yet to have a lot of contact, my fear is that this focus is different. I am buried. I am trying to keep my speaking business going, launch my PR campaign, launch my coaching business, serve my coaching clients, drive my mom and dad around to doctors for the many tests she needs before surgery, stay up to date with my conflict class, complete my coaching certification all the while taking care of husband, house and two teenagers. I wonder how I will feel if I have to re-submit many times.
2. When I clear my head and simply focus on the writing, I am comforted by the system. I feel free to simply get it down, knowing that you and others will help.
3. I am wondering how this system could be applied to other disciplines like math or art. I wonder if the freedom to fail would encourage higher quality.
4. I am amazed at how well this system currently works at the Coaches Training Institute. As trainees we were encouraged to wear badges that say "failure." These badges reminded us to ask for "permission to fail?" before we began role-play coaching the other trainees. We thrived as coaches knowing we were free to learn and make mistakes.
5. In my conflict resolution class's work-group we are also encouraged to try on new roles for fun. In order to support this system, we aren't graded for our successful efforts, but simply our efforts alone.