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Cheryl Hoy

GSW 1120

Critique Essay: Peer Response Workshop

Reader # 1 Name:
As you read the draft, number the paragraphs in the essay, and answer the following questions.
1. Underline the sentence that states the writers overall evaluation (thesis statement).
a. The thesis statement


b. The evaluation is


is not


What would make the thesis statement more effective?

2. Does the introduction include:

a. the authors name, article title, original publication medium and date?
b. an evaluative thesis statement?
Whats missing or what does the introduction need to make it more effective?

c. Is the summary immediately following the introduction?

Does the summary give a good understanding of what the article is about? What is missing?

Does the summary avoid giving examples, the writers opinion, and any biases?

3. Does the conclusion:

a. sum up the evaluation?
b. reassert the thesis?
c. address purpose and audience concerns?
d. address implications?
e. make a recommendation?

Whats missing or what does the conclusion need to make it more effective at ending the evaluation?

4a. (1) Look at each criterion (only the specific word) listed in the thesis statement.
(2) Look at each criterion given in the topic sentence of each body paragraph.
(3) Look at each criterion given in the conclusion.
b. Are criteria given in the thesis statement the same as the criteria in the body paragraphs and in the
conclusion? If not, where do they differ?

c. Are there criteria missing in any of the three areas?

d. Are all of the criteria appropriate for the subject?

5a. Is the essay organized effectively? (The criteria paragraphs should be listed in the same order as they are
listed in the thesis statement).

b. Should the counter argument and refute paragraphs be moved to somewhere else in the essay? (If
so, state where it would be more effective).

c. Is the essay organized around criteria and NOT around a chronological narrative?

6a. Is there a works cited page?

b. Is the citation on the works cited page correct?

7. Where does the writer need to add more transitions? Look at the beginning of each paragraph and between
sentences within the paragraphs.

Cheryl Hoy

GSW 1120

Critique Essay: Peer Response Workshop

Reader # 2 Name:
As you read the draft, answer the following questions. (List each paragraph number next to the question if it
does not meet the requirement asked).
1. Does each Criteria/Supporting paragraph:
a. list only one criterion and evaluative term in the topic sentence?
b. explain the importance of that criterion in an academic article?
c. explain how that criterion is applicable to this particular article?
d. give specific evidence, such as examples, quotes, paraphrases?
e. wrap up the point and reassert the overall evaluation?

Where does the writer need to add more evidence to support the evaluation?

2. Is there a counter argument in the evaluation? (It may be to the evaluation as a whole or to one of the criteria
used to support the evaluation).

Does the counter argument:

a. present at least one relevant criticism of the evaluation?
b. explain the opposing sides view?
b. illustrate this side with specific examples from the article?

What does the counter argument need to make it stronger?

3. Is there a refute to the counter argument?

Does the refute:
a. acknowledge any valid points made by the opposing side?
b. respond to the opposing sides concerns?
c. explain the validity of the evaluation in spite of the criticisms?

What does the refute need to make it stronger?

4. Underline each evaluative word used in the essay (refer to the handout if necessary). Are there enough
evaluative terms used throughout the essay? What paragraphs need more?

5. Is there a consistent point of viewno instances of you, your, and yourself?

Bold or circle each you, your, and yourself in the essay.

6. Does the writer use formal language and an academic tone--no conversational, casual, slang, or vague words
or absolute phrases?
Bold or circle each conversational, casual, and slang word or phrase.
Bold or circle each vague word, such as this, that, and thing.
Bold or circle each absolute word, such as everyone, everybody, anyone, all, none, nobody.