The table above offers a learning trajectory that repeats each time new rhetorical content is introduced. The table also offers both a teacher and student a means by which to assess progress in providing effective feedback. For example, after several weeks of identifying and studying particular rhetorical moves, many student reviewers continue to just recognize and name the presence of those particular traits but not engage in effective trait critique or reflective questions. The teacher recognizes that further scaffolds may be needed both in reviewing task design and classroom instruction.

Visit this professional-development page for more information aboutĀ building review tasks that scaffold reviewers beyond trait identification and ranking.