Peer Review - For Four

These 4 pages comprise a peer review for a group of four, and is designed to take up two classes and involves homework.

On Day 1 they meet and read aloud a paper, and the editors all make their comments. Then they take the rest of the papers home and read them as homework and do the reviews as homework [I warn them this takes a while].

On Day 2 students get together and review their reviews—making comments, talking about "what she wants" and verbally pointing out things they didn't write down. Either of these days can take place out of the classroom; we've met at a coffee house before.

[PAGE 1]

Support Editor:
Student Reviewed:
Group # ____

1. Scrutinize the support the author uses. What is you opinion of the author's research decisions? Be specific.



2. What paragraphs are especially well supported with research?



2b. Which paragraphs need some/more outside support? Why?



3. Review your notes on citation and using quotes; you need to be an expert now. What mistakes do you find in the paraphrases, quotes, or citations? List locations of and types of errors.



4 Proofread the Works Cited page. List which entries you recommend the author check. [Remember, at the very least, each entry needs to end with a period!]



5. Consider the topic as a whole. Where does the paper fail to deal with a specific issue that really needs to be mentioned/assessed/analyzed?.

[PAGE 2]

Syntax Editor:
Student Reviewed:
Group # ____

1. Number each paragraph on your copy of the paper. As you read, write in the space below the number of each paragraph where you have found errors. Also mark the error on the paper. You are proofreading.



2. What grammatical mistakes do you see the author making repeatedly?



3. As you read through the paper, focus on the language. Draw a squiggly line under any words or phrases that are awkward or confusing. READ CAREFULLY. Awkward sentences exist in every paper, and it is your job to help the author see why they are awkward. Represent/Locate a few of them below.



4. What questions do you have for me—things you sense might be wrong, but are not sure?



5. Additional Comments:

[PAGE 3]


Organization Editor:
Student Reviewed:
Group # ____



1. Create an After the Fact Paper Plan on the reverse of this paper. [That means summarize the main idea of each paragraph and construct a lean outline that displays the movement of the author's argument. Please write legibly.]



2. Looking at the Outline, what suggestions can you make about the ordering of the information?



3. What is redundant (needlessly repeated)?



4. What aspect of organization has the author done especially well?

[PAGE 4]

Thesis Editor:
Student Reviewed:
Group # ____



1. Identify the author's thesis and write it below.



1b. Is the thesis in the proper academic place?



2. Remember a topic sentence summarizes the main point of the paragraph and relates that paragraph to the thesis. Identify each successful topic sentence with a star.

3. Locate which topic sentences the author needs to revise:



4. Which topic sentences are especially successful? Why?



5. Review the author's thesis; comment on whether or not the paper sticks to that thesis or in any way deviates from the argument promised in the thesis.

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