SELF REVIEW / PEER REVIEW

   Instructions: Save this document on your disk in a file named "edit1" or
   whatever editing sheet number is appropriate for the unit you are working in.
   Then answer all questions that are written in boldface in the spaces beneath the
   questions and their explanations. You may type your responses in a colored font
   if you wish so that they stand out from the questions and explanations and are
   easy to read. Send an attachment of the document to the person whose paper
   you reviewed and to your instructor. If you reviewed your own paper, merely
   send an attachment of the review to your instructor.

   Reviewer's name:
   Author's name:
   Essay #:

   Thesis Statement:
      1.            Does the thesis statement reveal the subject of the essay and the writer’s
           attitude toward the subject? If so, what is the subject and the attitude? Ex: Lack of
           state funding is the greatest impediment to superior school systems in Arizona. (The subject is
           the lack of state funding, and the attitude is that it is bad for schools.)

      2.            Where is does the thesis statement appear? In a short essay (500-700 words) as
           expected in this course, the thesis statement should appear at the end of a brief (approx. 3 to 6
           sentences) introductory paragraph. However, the writer may place it elsewhere in the
           introduction if he or she wishes to create a specific effect at the beginning of a paper.

      3.            Is the thesis statement stated indirectly? A thesis statement always reveals the
           subject in an indirect manner. It is never stated directly such as this: “This essay is about….”
           or “I am going to write about…..”etc.

      4.             Does the thesis present a subject that is worth discussing? Does it seem relevant
           in today’s society, or would it be of interest to most people? Be sure the thesis doesn’t merely
           state the obvious, therefore not warranting discussion.

      5.            Does the thesis reflect the mode of development the essay is supposed to follow?
           (narrative, comparison/contrast, classification, persuasive, causal analysis, literary analysis)
           What is the mode of development implied in the thesis? The reader should be able to tell
           which mode of writing the essay will follow when he or she reads the thesis statement.
           Ex: In order to provide better futures for their children, citizens of Arizona must become
           more involved in legislative decisions about funding for education. (persuasive)
           Ex: Though two separate breeds, the Sheltie and collie have more similarities than
           differences. (comparison/contrast)

Introductory Paragraph/s:
      1.   Evaluate the introduction. What technique does the author use to invite the reader's
           interest? (Does the writer use a short anecdote, a shocking statement, a rhetorical question, a
           quotation, etc. as a motivator to draw the reader into the essay?)

      2.   Does the motivator lead smoothly and appropriately to the thesis statement?
Developmental Paragraphs:
      1.           Does each body paragraph have a topic sentence that relates directly to a point
           about the thesis? If not, which topic sentence needs improvement?

      2.             Does each supporting sentence of each paragraph contain sufficient examples,
           explanations, details, or commentary (comments about the examples or explanations)
           to provide an ample discussion of the topics introduced in the topic sentences? Evaluate
           the quality of these examples for clarity, relevancy, pertinence, logic, uniqueness, strength,
           color, interest, credibility, etc. Where might improvement be needed?

      3.            Do the body paragraphs seem coherent (connected in a logical manner and
           smooth and flowing)? To create coherence, sentences should appear in a logical order.
           Transitions are used appropriately to help connect the ideas presented in the paragraph.
           Transitions are words or phrases such as these:

                                      accordingly    before long         consequently     even if
                                      finally        first, (second..)   hence            however
                                      in addition    in spite of         later            meanwhile
                                      nevertheless   next                once             on the contrary
                                      similarly      then                therefore        thus
                                      also           and                 as a result      besides
                                       but           for example         furthermore      moreover
                                       or            otherwise           to begin with    when
                                       after that    as soon as          instead          afterward

           What are some of the transitions used to move the paper from paragraph to paragraph
           logically and smoothly?

      4.            Comment on any place where the paper contains extraneous material that
           detracts from the main point or confuses the direction of the paper.

Concluding Paragraph/s:
      1. Evaluate the conclusion and how the author provides a sense of closure at the end. Is the
         thesis still apparent and relevant? What technique/s does the author use to bring the
         essay to a smooth and appropriate ending? (summary of main points, a call to action, a
         restatement of the main idea, etc.)

Mechanics, Punctuation, Grammar:
      1.   Note all technical, mechanical, grammatical, or other problems that the author needs to
           address. Be as specific as possible, noting the kind of problem, location and any
           suggestions for corrections. If a paper contains numerous errors of the same type, point out
           the type of error, then make a general suggestion that the author check the rest of the paper for
           similar errors. For instance, if you notice numerous spelling errors, point one out to the
           author, then suggest that he or she use the spell checker on his paper before submitting a
           final draft to the instructor for grading.

      2.              Check the paper very carefully for sentence structure errors. Does it contain
           any sentence fragments, run-on (fused) sentences, or comma splices? (See the online
           Editing and Revising lecture, grammar link, item #7 for information on these serious types of
           errors. Also, note in the online Grading Policies link in the description of A papers, B papers,
           etc., that an essay containing sentence structure errors cannot receive higher than a grade of C.
General Response:
         Write a short paragraph (5 to 15 sentences) in which you make any other suggestions for
         improvement of the paper, or reiterate any praise you wish to convey. Let the author
         know exactly where the strengths and weaknesses of the paper are.

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