In Class Peer Activity

1.

E-mail your paper to other person in your pair/group.

2.

Each read your own paper aloud to the other person (other person should be listening and reading along with the copy your emailed).

3.

If you notice a spelling or grammatical error you can make note or fix it, but what I really want you to be paying attention to is
how the sentences sound. If theyre awkward/confusing/unclear then work on fixing them.

4.

When you get to the end of a paragraph, discuss if the meaning is clear and if it successfully supports the main idea of the paper.

5.

Do this for each paragraph, then switch to the other persons paper and do the same thing. Again, pay particular attention to
sentence structure, making sure that everything is clear. Then discuss the paragraphs. You dont want to just be reading the essay

6.

aloud, but having a discussion about them.

If you have time left, have your partner read your paper aloud to you and see if you catch anything else.

Adapted from: Cheryl Hoy

BGSU GSW 1120

05 Oct. 2010

MSE
Writers WorkshopPeer Review

Your Name (Peer Reviewer):____________________________

Whose paper are you reviewing? (Name of writer of the draft):_____________________________________
As you read the draft, silently by yourself, answer the following questions and write your responses on the draft.

Is this page set up correctly in MLA format for the first page of an essay? YES

NO

1. Does the intro:

a. Have an effective hook?
b. Give general information on the topic that leads to the thesis?
c. Have a clear argumentative thesis, including reasons that support the argument? Write the thesis
in your own words.
2. Body paragraphs (go through this list for each BP):
a. Does the BP start with a clear TS (in the authors words, not from another source)? In the margins
of the paper, write what you expect the paragraph to be about (in your own words) based on the
TS).
b. Is this point clearly explained?
c. Are there at least two different sources incorporated into each paragraph? Comment in margins
where sources are missing.
d. Are the sources properly introduced?
e. Is it clear why each source is included?
f. End by trying the idea/point back to the thesis/argument?
3. Counterargument:
a. Does the CA have a clear and easily identifiable TS? In the margins, write what you believe is
the CA in your own words.
b. Is the oppositional group identified (should be more specific than some people)?
c. Is it clear how/why this group is in opposition to the argument?

d. Is there a specific example/support to give credibility to the CA? There should be.
e. Is the CA detailed and well developed? In the space below, add how the CA could be improved.

f. Is there a clear refutation or concession? Is the authors overall argument still valid?
g. Does the refutation directly respond to the CA without just repeating past points made
throughout the argument?
h. Is the refutation detailed and well developed?
4. Conclusion:
a. Does it wrap up the argument?
b. Does it highlight/remind readers of the main points?
c. Does is explain why the argument is important?
d. Does it explain possible consequences if the argument isnt considered?
6. Usage & Mechanics
a. Check for MLA format. Circle one answer below, and on the draft, cross out any errors. Write your
comments in the margin of the draft and tell the writer what is missing
a. Is there a works cited page?
YES
NO
b. Is the works cited page formatted correctly?
YES
NO
c. Is the works cited page titled: Works Cited in the center of the page, one-inch from the top margin,
in Times New Roman 12pt font, without any italicizing, bolding, or underlining? YES
NO
d. Is the writers last name and page number correctly placed on each page of the essay including on
the works cited page?
YES
NO
e. Is the first page correctly formatted?
YES
NO
f. Is there a title for the essay?
YES
NO
b. Is there a consistent point of view? Circle in the draft each you, your, yourself, one, and oneself.
c. Does the writer use formal language, effective word choice, and an academic tone--no conversational, casual,
slang, or vague words or absolute phrases and no contractions?
Highlight every conversational, casual, and slang word or phrase, such as well, yes, no, kids, etc.
Highlight every vague word, such as this, that, thing, there is, and there are.
Highlight every contraction, such as isnt, dont, its, theyre, arent, wouldnt, etc.
Highlight every absolute word, such as everyone, everybody, anyone, all, none, nobody,
always, and never.