EWRT1B - Peer Review

• Write your name directly on your peer’s essay and write “Peer Reviewer” next to your name so you get credit for editing the essay.
  
  
• Quickly skim the essay to get a sense of what the main points are. Don’t get bogged down by editing yet. If you see a mistake, you may note it, but move on quickly. You will have a chance to do more in-depth editing later on.
  

• Underline the thesis statement. If you cannot find a clear thesis statement, write on the essay that the thesis statement is unclear. Do not necessarily assume that the last sentence of the introduction is the thesis (although it might be).
  
  
• Doublecheck the thesis statement for characteristics of an effective thesis statement. If any of the characteristics are lacking, comment directly on the essay what changes need to be made. If any characteristics are particularly effective, make positive comments as well.
  
  
• Does the thesis include mentioni of the literary devices? Is the entire thesis about those devices? If so, comment that the thesis should be about the theme of the text rather than about the literary devices.
  
  
• Underline the topic sentence of each paragraph. Do not assume it is the first sentence (although it might be). If there isn’t a topic sentence, can you figure out what the implied topic sentence might be? If not, indicate that the topic of the paragraph is unclear.
  
  
• After underlining each topic sentence, refer back to the thesis. Does each topic sentence support the thesis? If not, comment that the paragraph strays from the thesis statement.
  
  
• Read the introduction then read the conclusion immediately afterwards. Do the introduction and conclusion merely repeat each other? If so, write repetitive next to the conclusion. The introduction should grab the reader’s attention; the conclusion can restate the thesis, but it should end powerfully rather than just summarizing each point of the thesis.

• Look at each sentence in the paragraph. Does each sentence relate back to the topic sentence (or implied topic sentence)? If not, cross out any sentences that seem to stray from the topic sentence. Be sure to check that the sentence relates to the topic sentence, not just to the sentence before it.
  
  
• Is there direct evidence from the text in each paragraph? If not, comment that evidence is needed for support.
  
  
• Is there analysis of that evidence in each paragraph? (Note: Analysis is not the same as the evidence itself. There needs to be discussion of at least 3-4 sentences that explains why the evidence is important to the topic sentence.) If not, comment that analysis is needed. If there is analysis but there is only 1-2 sentences explaining the evidence, comment that the analysis is underdeveloped.
  
  
• Are there places where transitional words or phrases might be helpful (e.g. furthermore, in addition, however, thus, on the other hand, for example)? Try to include at least 1 more transition per paragraph unless the paragraph already contains sufficient transitions. Note: This relates to transitions between sentences not between paragraphs.
  
  
• Now check for transitions between paragraphs. Is there a transition from one paragraph to the next? Usually the transition occurs at the beginning of the next paragraph unless it relates more to the previous paragraph. In some cases, a formulaic transition (such as “Furthermore”) might not be needed if there is a clear and logical progression in thought from one paragraph to the next.

• In general, check for any sentences that are unclear to you especially because of awkward phrasing. Make any necessary corrections.
  
  
• Specifically, look at these areas…
  
  
  - Fragments (Every sentence must have a subject and verb and must be a complete thought.)
  
  - Run-ons (A sentence should not have too many conjunctions; two complete sentences should not be separated by a comma.)
  
  - Pronoun agreement (If the subject is singular, the pronoun should be singular as well. “They” or “Their” is not an appropriate pronoun for a single subject such as “The speaker.”)
  
  - Avoid using “you” unless addressing the reader directly.
  
  - Correct use of apostrophes
  
  - Use of present tense when addressing literature
  
  - Titles of poems and short stories are in quotation marks
  
  - Check spelling errors

• Write three things you enjoyed about the essay.