Argumentative Essay Peer Editing Worksheet and Instructions



Argumentative Essay Peer Editing Worksheet and Instructions

Writer’s Name: ______________________ Evaluator/Reviewer’s Name: __________________

Read and complete each editing task as follows:

□ MLA format – Is the student’s paper in proper MLA format? If not, write directly on the draft how he/she can correct it. Please skip lines.

□ Check the student’s paper for a unique title. “Argumentative Essay” and “College Essay” are not unique titles. Make a note on the paper if the student needs to revise the title.

□ [Bracket] the student’s narration of the problem that defines/explains the issue. This should be early in the introductory paragraph.

□ Find the thesis/primary claim. Highlight it. Does the claim properly address the topic? If not, offer help.

□ Underline the topic sentence of each paragraph. These should be sub-claims or reasons the main claim/thesis is true. If you cannot find a topic sentence, make a note in the margin beside the paragraph. Does each topic sentence focus on only one main idea?

□ Number each piece of evidence that supports the claim. There should be two in each paragraph. If the student does not have two pieces of evidence, write in the margin “NEEDS EVIDENCE.”

□ Does each piece of evidence have a citation? The citation should be placed at the end of the sentence containing the quote. If I were quoting in this sentence, it would look “like this” (Motsinger 8). The period should go after the citation. There should be no period at the end of the quote.

□ Lead-ins and punctuation: Check the student’s paper for lead-ins and quotation marks. Do all quotations have lead-ins? If not, make a note on the paper. Make sure direct quotes are in quotation marks.

□ Does each piece of evidence have at least two sentences of ORIGINAL (not quoted) commentary? These are statements that further explain/illustrate/justify examples provided. Draw an arrow from the evidence to its interpretation.

□ Underline the counterclaim twice.

□ Circle the evidence used that supports the counterclaim.

□ Put a star next to the refutation.

□ Check to see if the conclusion returns to the idea of the main claim. If not, make a marginal note.

□ Circle the first word of every sentence. This will help the writer notice if he/she begins each sentence the same way (i.e. “I…”). Make suggestions for revision.

□ Contractions: Contractions, such as “don’t” and “can’t,” are informal, and therefore should not be used in academic writing. If you see a contraction, change it to the actual words (“do not,” “cannot”). There is a difference between “its” and “it’s.” “Its” is possessive. “It’s” is a contraction for “it is.”

□ Present Tense: When discussing anything in print, use the present tense. Every time you open a book or read an article, a character repeats his/her action or the author explains his/her ideas, so the characters’ and/or speaker’s actions and speech must be described in present tense. Example: “The authors says,” not “The author said.” Correct any past tense errors.

□ I/You: Check for both first and second person pronouns; they should only be present in quotes. If you see first and/or second person pronouns in commentary or explanations, change them to third person (readers, the audience, etc.).

□ Is the essay mechanically and grammatically correct? Check for subject/verb agreement, punctuation errors, spelling errors, varying sentence structure, etc. Edit this directly on the narrative.

□ Check for sentences with two sets of subjects and verbs. These sentences must be joined with conjunctions or semi-colons; otherwise, they are run-ons.

RUN-ON: The dog barked at the cat, then the cat ran off.

I am tired, however, I have to finish my essay.

My teacher is very strict, she has many rules.

CORRECT: The dog barked at the cat, and then the cat ran off.

I am tired; however, I have to finish my essay.

My teacher is very strict; she has many rules.

If you had to give your peer a grade on this essay, based on the criteria assigned, what would you give him/her?

A -Exemplary B - Proficient C - Emerging D – Incomplete

Why?

End on a positive note! At the bottom of the student’s paper, writer one thing (at least!) that the student has done well. Be kind and encouraging!

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