Peer Editing Worksheet: Essay #2 (Analyzing Evidence)
Elizabth Losh
This peer editing sheet should take
30-40 minutes to complete. DO
#1 and #2 IN PERSON DURING CLASS OR BEFORE THE NEXT CLASS MEETING!
Don't leave any questions blank.
Your section leader may ask you to download two peer editing sheets
from the web, if you
are reading two different people's essays.
Remember that it is important to get feedback to the other person
promptly and well before the final draft is due so that the writer can
use your comments in the revision process.
Your section leader may allow you to use e-mail or you may contact your
partner in the dorms or by telephone to discuss your criticism so the
revision process can progress quickly.
Overly general or uncritical comments in peer editing will lower your
class participation writing grade.
This peer editing sheet includes page references to the Writer's Handbook, but you may also
want to point out helpful passages from Writing from A to Z. Remember
that both books have alphabetical indexes!
NAME OF WRITER ____________________________________
NAME OF READER ____________________________________
GENERAL RATING OF COMPLETENESS AND POLISH OF THIS DRAFT BY THE READER
(1-10, where ten is highest) ____________
GENERAL RATING OF THOROUGHNESS AND HELPFULNESS OF PEER EDITING COMMENTS
BY THE WRITER (1-10, where ten is highest) __________
1. Before you read the paper, ask the writer what he or she discovered
about this particular sense. Using
your own words, paraphrase the
implied argument that the writer found. Write your answer
here, while your impressions are fresh in your mind.
2. In class, ask to see the writer's Reader,
pre-writing grid(s), and notes. Describe
what you saw. How thoroughly did the writer gather and
analyze all the possible evidence in the text(s)? Did
they really look at all the evidence? Write your answer here,
while your impressions are fresh in your mind.
3. Now that you have read the paper, how was the writer's thesis
different from what he or she said in response to question
#1? Did the argument sound better in person or on
paper? Why?
4. Rank the evidence that the writer used in importance.
Remember, this might not be the order in which the evidence appeared in
the paper. Make sure to list at least five key terms, phrases, or
scenes.
5. List quotations that were longer than they needed to be and
then underline the essential parts.
6. Mark any places in the essay with "*" where the writer has not
provided enough explanation of a particular quotation. Suggest
improvements in the margin nearby.
7. List all the specific techniques from the Analysis Checklist
(46-47) that the writer uses and write the page number of the essay
where the technique appears.
8. It can be difficult to connect analysis of a narrative to analysis of an implied argument
contained in a narrative. Re-read the section on analyzing
narrative in the Writer's Handbook
(48-52). Which section of this chapter would be most relevant to
the improving the writer's essay and why? Give the writer page
numbers for reference.
9. Does the writer analyze individual shots (55-57) or particular
images (58-62) in the film? If yes, give examples.
10. What did you like best about the writer's essay? In which
rubric category (26-27) would you give the essay highest marks?
11. In your opinion, where is the essay most in need of revision?
In which rubric category (26-27) would you give the essay lowest marks?
Why?
12. What page in Writing from A to Z
would you recommend to the writer to improve his or her grammar and
mechanics.