Peer Editing Checklist
Peer Editing Checklist
Use the following checklist to help you evaluate your partner’s writing.
Author’s Name ______________________________ Peer Editor’s Name _________________________________
INTRODUCTORY PARAGRAPH
Does the essay begin with an inviting LEAD that sets the tone for the piece? Yes/No
Are the author and book introduced? Yes/No
Is there a clear THESIS that contains the author’s OPINION and THREE REASONS? Yes/No
Is the writing clear and understandable? Yes/No
Comments:
BODY PARAGRAPHS
Does the essay have three clearly organized body paragraphs? Yes/No
Highlight the TOPIC SENTENCE of each body paragraph.
o Does each topic sentence refer to a REASON listed in the thesis? Yes/No
o Are the body paragraphs in the SAME ORDER as the three reasons in the thesis? Yes/No
Does each paragraph end with a concluding sentence, which summarizes the main point of the paragraph? Yes/No
DIRECT QUOTES –
Does each body paragraph contain at least one direct quote from The Giver? Yes/No
o Does the quote in each body paragraph relate to the reason that is being discussed in the paragraph? Yes/No
o Does the author use each quote to support the thesis? Yes/No
o Does each quote flow well with each body paragraph? Yes/No
o Are the quotes cited correctly? Yes/No
Quoting WITHOUT INCLUDING DIALOGUE:
“He heard nothing that he recognized as himself, Jonas” (52).
Quoting INCLUDING DIALOGUE:
“Jonas laughed. ‘Somebody made that story up, Ash,’ he said” (47).
SPECIFIC EXAMPLES –
Other than the direct quotes, in each body paragraph, are there specific examples from The Giver that the author includes to support the thesis? Yes/No
CONCLUDING PARAGRAPH
Does the essay have a fifth, concluding paragraph? Yes/No
o Does the concluding paragraph:
▪ Restate the main points of the essay in a new way? Yes/No
▪ Give a sense of completion to the essay? Yes/No
▪ Explain why the author’s thesis is stronger that another point of view – THIS IS AN OPTION and something to consider. Yes/No
▪ End in an interesting way. For example, give a reader something new to think about or make a connection, prediction, suggestion, or inference. Yes/No
Comments:
WRITING AND STYLE
LANGUAGE – Does the essay contain persuasive language and strong vocabulary? Yes/No
o LIST at least THREE (3) examples of strong vocabulary that the author uses and list them below.
o LIST at least THREE (3) nouns, verbs, adverbs, or adjectives that you think might be changed for stronger words. SUGGEST interesting alternatives that the writer could have used for each one.
PROOFING – Is the writing proof read carefully so that grammatical, spelling, punctuation, and capitalization errors are avoided?
Comments:
COMPLIMENTS
In your opinion, which piece of evidence best supports the author’s argument? Why?
Point out TWO (2) things that you especially like about this essay.
CONSTRUCTIVE CRITICISM
How might the author best strengthen her or his essay?
Are there any pieces of evidence that you do not find particularly effective? Which one(s) and why not?
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OVER, PLEASE(
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