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EIP WORK DRAFT 2: Peer Review Sheet

Reviewed by:

Tag, Label, Highlight, Question, Explain and Comment

A) INTRODUCTION
THE FIVE RHETORICAL TASK
1) Issue, topic, or problem identified [task 1]
2) Outlined/described that problem for the audience [task 2]
3) Contextualized problem by entering the conversation of prominent voices
[task 3]
4) Thesis (claim + reasoning) [task 4]
5) Preview the kinds of evidence/ analysis thatll be employed in addressing
issue [task 5]

1. THESIS. Locate the central persuasive stance of the essay. Underline the claim
and highlight the reasoning parts of the sentence. Evaluate the strength of the thesis as a
whole and by its component parts, the claim and proposed reasoning.
a. What are your concerns about this thesis?
b. What questions does the thesis immediately raise for you as a reader?

2. INTRO CONTEXT (Tasks# 1 - 3, above). Evaluate the context and shaping of the
surrounding situation. To what extent does the essay demonstrate a current, specific,
exigent, particular (non-generic) context or discourse from which the issue arises and is
best understood by? Offer probing questions, advice or feedback on the contextualization
of the essays stance.

3. INTRO HOLISTIC FEEDBACK. Offer your overall thoughts / questions / suggestions /

concerns /feedback on the strengths or setbacks of the essays intro. Evaluate and give one
or two take-away ideas about the organizational, logical, rhetorical or stylistic concepts.

4. CONSISTENT MESSAGE. Return to the introduction after reading body paragraphs:

To what extent does the essay development correspond and uphold the thesis reasoning
and overall introductory setup? Put another way: is there any disconnect between the
introductions stated direction and the actual work of the essay?

B) Essay Development: Vertical Idea/Paragraph Development.

ANATOMY OF A PERSUASIVE PARAGRAPH
1) Topic Sentence claim
2) Set-up Ideas /introduce source
 3) Evaluate and Analyze sources
4) Build insight, synthesis, implications, conclusions

5. PARAGRAPH Development.
a. Go through a full page or so of the body paragraphs (approx 3 or 4
parag.). Quickly identify topic claim, evidence and evaluation/analysis in them.
Based on patterns in your findings: Which aspects of the anatomy of a
paragraph (above) does the essay need to work on? Point to examples where the
topic claim or analysis or insight falls short of potential.
b. They Say I Say / Naysayers /Opposing Views. Anticipating objections
and raising them in paragraph analysis can strengthen ones position. What
objections might be raised and where? Write out your objections for the writer and
offer any feedback on TSIS work.
c. Which paragraph or section was the strongest? Weakest? Feedback.
d. Any recommendations on the order of the paragraph development. Is
it moving vertically and toward greater insight or randomly / tangentially /
backwards / ???

6. RESEARCH AND CITATION. Source credibility can be established in many ways (a

writers job, institutional affiliation, funding sources, reputation) and as readers we take as
a given that the writer is honest and not intentionally misconstruing information.
Nonetheless, a position is strengthened by brief, clear indications of source ethos. That in
mind...
a. Comment on the apparent quality of the source. Refer to Works Cited
page as needed.
b. Comment on the efficient & clear set-up of source. Note any places in
need of revision.
c. Comment on the appropriateness on the types of research employed.
Reminder: Do not automatically discount qualitative (non-numerical) methods of support. A
logical analysis of a situation or persuasive input from prominent voices can be as or more
valuable than isolated numbers or data. What matters is whether intended audience will find
it compelling and whether that kind of support can contribute insight, add meaning, back-up
claims, etc.
d. MLA. Note whether in-text citations and Works Cited references are
accurate/need work. Owl Purdue Citations Available here. Any other formatting
issues to note?

C) Concluding Considerations
7. CONCLUSION. Evaluate the effectiveness of the closing paragraph(s). In your own
words, describe and assess what you understand as the purpose of the essay (the hoped
for outcome and response from its intended audience). To what extent does the conclusion
 avoid merely repeating the introduction claim and instead launch itself forward/outward
and toward genuine engagement, broader implications or actions, etc?

8. RHETORICAL SITUATION: Speaker, Message, Audience, Purpose, Exigency.

a. Who is the target audience and does this essay speak to their needs,
interests, concerns on this topic? How so? How not so?
b. Offer a holistic response to application and demonstrated skill of
the essays rhetorical effectiveness. Consider the terms above and their
complex interrelations as you discuss.
9. What was the best part of the essay?
10. Offer a final comment on the total effectiveness of the message and its
development in the essay.
11. Offer a final suggestion (or two) on what you see as high order concerns / areas in
need of further attention.

Inclusion Education in Our School Systems

Over the past decades that special education has been evolving, different techniques and curriculums have been

created and implemented, improved and discarded. One of these curriculums is inclusive education. According to

Garry Homby, from the British Journal of Special Education, inclusive education is the most controversial issue

currently regarding the education of children with special education needs and disabilities. Although there are

some downsides to inclusion education, it is important for students with disabilities to experience inclusion

because they provides interaction with other students who do not have disabilities. Inclusion also gives children

room to grow and helps them feel more accepted by their classmates at school. Special education and inclusion

education both involve students with disabilities, but provide alternate views and values when it comes to

educating children with special needs. There are many benefits to inclusion education for the children with

disabilities as well as those who do not and it has already begun to spread around the world. Inclusion education

celebrates disabilities and works with students to improve their social and academic skills.

Growing up with a brother with special needs, I automatically felt a connection with other people with

disabilities. Unfortunately, this is not the case with everyone. I have seen numerous people stare at us, whisper

about us, and get so uncomfortable around my brother and I that they leave so they arent around us any longer. I

used to get angry and think these people were rude and judging. However, over the years I have learned that

people being uncomfortable sometimes isnt their fault. There is a large portion of people who have had the
opportunity to interact with people with disabilities like I have. Because of this, they feel uncomfortable and

uncertain of how to speak or interact with them. Inclusion education provides daily interaction between children

who do have disabilities with those who do not. It can also provide a form of leadership for students. Some

students will be able to step up and help struggling students with their work. Inclusion education will allow

students to grow and mature. If students with and without disabilities grow up together, working together,

partnered in different situations, and taught how to love and accept each other, hopefully the gap of stigmatisms

against those with disabilities will begin to close.

Inclusion education is based on IDEAs principle of the least restrictive environment. According to

IDEA, the Individuals with Disabilities Education Act, schools are to ensure that students are involved with and

learning from other students in the school setting who do not have a disability. A child is only to be placed in a

restrictive, or special education environment, when disabilities are severe and the child does not succeed in a

general education classroom with supplementary aids. In Turnbulls Exceptional Lives: Special Education in

Todays Schools, they talk about four key characteristics of inclusion. These include home-school placement, the

principle of natural proportions, restructuring and learning, and age- and grade-appropriate placements. In

Turnbull, it shows a chart of the percentage of students involved in an inclusive classroom. 61% of students spend

between 80 and 100% of their time in a regular classroom, 20% spend 40 to 79% of their time in a regular

classroom, 14% spend 0-39% of their time in a regular classroom, and 5% is in the special education setting for

the entire school day (Turnbull). Inclusion education provides many opportunities for children with disabilities

that we will continue to explore throughout this inquiry.

There are many differences between special education and inclusive education. Special education is

characterized by individual assessment and planning, specialized, intensive, goal-directed, and research-based

instruction, as well as collaborative partnerships and student performance evaluations. On the other hand,

inclusive education is characterized by a philosophy of acceptance and belonging, student, family, educator, and

community collaboration, celebration of diversity, valuing high-quality school, educating learners with their peers

in mainstream classrooms, and in their local community. As you can see, there are many differences between

these curriculums and they have caused confusion over the years with educators and parents (Homby). It is

important that students, parents, and educators are aware of what kind of education the students are receiving.
 There are many goals that inclusive education hopes to help children with disabilities achieve.

Surprisingly, education is not the main goal for students (Homby 2015). In Hombys article, he says that the

primary goal is to create independence, a sense of well-being, and participation in the community. SEND (Special

Education Needs and Disabilities) focuses on the broader goals of education like a students life, vocational, and

social skills. They want to educate students to be productive in their communities, to be happy, to feel accepted,

and to have the skills they need to meet the demands of being an adult (Homby 2015). With that being said, what

is the curricula for the students in inclusive education? SEND says that students should have access to the same

curriculum as those without disabilities, but that does not mean that these students cannot have accommodations

to their individual curriculum. If a student is frustrated with their curriculum, it can create emotional and

behavioral difficulties and cause disruptiveness in class. It is important for students to be in an environment where

they will be the most productive and succeed. Sometimes, this means they do not follow the designed curriculum

all the mainstream population follows (Homby 2015). Students with disabilities are involved in mainstream

classrooms for much larger reasons than their education. It provides many opportunities for children with or

disabilities like daily interaction with students without disabilities, equality for students, and gives room for

children to grow.

Inclusion education doesnt just benefit the student with disabilities. It also encourages other students to

grow and step into possible leadership positions. One thing that students benefit from is the positive

understanding of these students with disabilities. As mentioned earlier, there is a large portion of the population

with a negative opinion of those with disabilities. If students are raised in a classroom together all their lives, this

will close part of the huge gap between both children. The diversity between students will encourage growth and

acceptance for all of these children as well. A welcoming environment will be achieved for the children with

disabilities making them feel like a part of their class instead of being separated from the entire school.

Another goal of inclusive education is to teach students with disabilities the skills to survive in the real

world. When students work side by side with those without disabilities, it creates a real world experience for them

(Cook). Graduating from high school and learning to be an adult in the real world is difficult enough for those of

us without disabilities, imagine the difficulties that those with disabilities face. In fact, here is a large portion of

students with disabilities that will not even graduate high school. If this were to happen, they would not have job
skills, a degree, or any way to support themselves. If students are included in education classes, they will have

role models of how to act and behave in social situations. They will learn communication skills and different ways

to work through difficulties (Daniel). Allowing students to see how other students work will increase their work

ethic and create more success for everyone.

Another huge benefit to having students in class together are the relationships that will be formed

(Ebersold). One of my favorite things is to watch how students without disabilities care for and love my brother.

They do anything they can to protect him and make him feel accepted. Imagine the relationships that would be

formed when having students work side by side in class. Creating opportunities for friendship makes the

classroom happier and will help students succeed academically and socially. These relationships formed will teach

students how to accept diversity and the differences that we have.

Education for children with disabilities is a very important topic for everyone related to someone with

disabilities and should be for those that are not. Through special education, my brother has learned job skills, how

to recycle, and so many academic skills. Although he is not high functioning enough to be in an inclusion

classroom, I still see all of the benefits of his education. One point made by S. Eberhold in his article is that

shouldnt have to adapt to society in order to be accepted. While this is true, inclusion education allows students

to be different and celebrates those differences. All children have a hard time fitting in, even if they dont have a

disability. Creating relationships, increasing the functioning of students, teaching job and social skills, creating a

culture of respect among students, and teaching students about people and their differences is something we

should be implementing in schools. My hope as inclusion education advances is to see a culture of diversity and

acceptance between all students, the teachers, and families.

Rhetorical Situation:
-It is trying to say everyone should care about it but chances are you would have a better
audience if you only targeted people who are familiar with children with disabilities.
-The essay has the information in it to be persuasive. I think you need make your claim
more clear to the audience and try to make the side you favor more clear rather than just
including facts.
9. The best part of this essay was the presence of information and statistics that could be
used to effectively reason with someone on the benefits of inclusive education.

10.The message could be more directed towards persuading someone to change.

11. My only concerns would be making the claim more clear and the message more direct.