VIEWS: 31 PAGES: 3 POSTED ON: 5/25/2012
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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