Perspective: When discussing a paper with a student, you are helping the student discover ways to improve it. You are not itemizing its problems. You might try to get the student to think in terms of building (architecture), shaping (sculpture), cutting (film), and cropping and framing (photography).
Before reading the paper, ask the student about his/her purpose, the point of the paper. Get a context in which to read it. Try to get a clear idea of the assignment. Ask about the focus, the approach (argument, analysis, etc.), the relevant support, and the “audience.”
Then, read just the introduction – presumably the first paragraph. Try to get a clear sense of the thesis (say it or paraphrase it back to the student); put a check next to the thesis sentence. If the thesis is not clear, talk about your doubts and confusion. Ask for explanations. Talk about how the thesis is introduced, the context. Since the rest of the paper depends on the thesis, you need to get this straight, and you need to convey to the student the importance of a clear thesis.
Also, before reading further, talk about your expectations. Speculate (aloud) on how the paper may be organized, e.g., what points may be made (the content of the paragraphs), the rhetorical structure (cause-effect, classification, etc.), the logic (perhaps try to formulate a syllogism).
Read the paper. Note (mentally, with check marks, on a separate sheet, whatever) the topic of each paragraph (its specific focus), the discussion/explanation, references to the text, and the quotes. You will begin to form a plan for discussing the paper.
Start with the broadest concerns: thesis, organization, development, and coherence. Ask questions which direct the student to those aspects of the paper which need crafting.
