Peer Evaluation Sheet: Synthesis Multi- Paragraph Essay
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1 Peer Evaluation Sheet: Synthesis Multi- Paragraph Essay Author s Name (Student who wrote the paper): Date: Per: Peer Respondent (Student(s) who is/are reading & evaluating the paper): Reminder: You will be graded on your effort and the quality of work you put into peer editing Directions for the Peer Respondent: Complete this form in its entirety. The form must be completed in ink. Keep in mind that your partner benefits when you read closely. If not completed satisfactorily, your grade will be affected. Directions for the Author: Partner with someone who will do good work. If you believe your peer has not given your essay a complete and thorough reading, please see me immediately. If you lose this sheet, or fail to turn it in, your partner will receive a ZERO because of it. You MUST correct any underlined Yes or No that isn t circled. Directions for BOTH: NO TALKING!!! A.) Papers need to stand on their own writers cannot speak for them. B.) Any discussion/questions/explanation of the paper should have a written record so that the author can refer to it during the revision process. Thank you. Re: WRITING FORMAT & IDEA DEVELOPMENT The Introduction Paragraph 1. Is the paper in PERFECT MLA format? Yes or No MLA Check-list: One-inch margins on all sides of the page Yes or No Entire paper double-spaced and no extra skipped lines Yes or No Written in Times New Roman font 12 Yes or No Name, instructor's name (Miss Brockman), course title & period, and date (# Month Year) are in the upper left margin of the first page (Double-spaced, NOT indented) Yes or No Title centered just below heading (no extra skipped lines) NO bold, NO quotes, NO underlining NO large font Yes / No Last name & page number in the upper right corner of each page (including on the Works Cited page) (1/2 inch from the top of the page) Yes or No The first line of each paragraph indented once, using tab Yes or No Works Cited page is properly formatted (double-spaced, organized alphabetically by last name, 1 st line of paragraph aligned with left margin and all subsequent lines per entry are indented; books italicized, poems & short works in quotation marks) Yes or No In-text documentation properly formatted (NO space between the last word and the close-quote marks, ONE space between quote marks and parenthesis, NO spaces between parenthesis and citations, punctuation AFTER the close-parentheses) Ex: blah blah blam (Derwin 91). Yes or No 2. Is the essay s title thoughtful and creative? (Does NOT restate essay assignment; Does NOT use Essay Paper Topic Comparative and is NOT Speak & Texts etc.) Yes or No 3. Does the paper provide an interesting opener? Does the paper begin with a Theme Statement: about the text s theme(s) or the paper s topic designed to peak readers interest and to prompt reflection on the topic? [Avoiding huge generalizations.] Yes or No 4. Is the Introduction paragraph a minimum of four complex sentences? Yes or No Does the Intro contain a Transition moving from the opening theme statement building up the thesis (providing any necessary background information mentioning Speak & author, the titles of the other texts & their authors)? Yes or No Does the paragraph name the author and the title of the core novel (is the title in italics)? Yes or No 5. Does the thesis contain a topic and an assertion (opinion)? Yes or No Does the thesis include a synthesized analysis of Speak s themes/motifs & those in the connected texts? Yes or No Does the thesis not only make a comparison, but also draw a so what from those similarities going beyond a side-by-side comparison? Yes or No Rewrite the thesis here. (Underline the subject once and the opinion twice) Do the ideas within the thesis match the ideas made in the opening sentence of the introduction? Yes or No Does the author need to change/modify/reword anything to be the clearest and most effective? Yes or No If YES, what?
2 6. From reading the introduction paragraph, state in complete sentences what you understand the writer will be proving in his or her essay. (Do NOT rewrite the thesis) Based on your knowledge of class content, is this a reasonable and provable assertion? Yes or No The Body Paragraphs 7. Does the essay meet the requirement of a minimum of nine chunks? Yes or No Is the 1 CD : 2 + CM ratio maintained and evident? Yes or No Does every paragraph discuss both Speak and the connected texts? Yes or No 8. A topic sentence contains both a topic and an assertion(opinion) and introduces the topic for the entire paragraph. Does every Body paragraph begin with strong and relevant a Topic Sentence that directly support the thesis? Yes or No Does every topic sentence compare the themes by discussing both Speak and the other texts? Yes or No If any NO s which sentences need to be improved, and what would improve them? 9. Does every chunk begin with a Body Point an assertion that supports the topic sentence & thesis, and which sets up the CD? Yes or No 10. Does the essay meet the requirement of a minimum of nine concrete details? Yes or No Is every CD (regardless of whether it is a quotation, summary, or paraphrasing) followed by an in-text citation? Yes or No Are ALL of the concrete details relevant to the body points, topic sentences, & thesis (are they examples of what the writer is claiming to prove?) Yes or No If NO, identify which CD s could be strengthened/modified/changed (On the actual essay, put a question mark next to the concrete details that do not seem to fit.) Is every quotation preceded blending introducing it? Yes or No 11. Are there 2-3 sentences of commentary for every concrete detail? Yes or No Does the essay meet the requirement of a minimum of eighteen commentary sentences? Yes or No Do the commentary sentences consistently tie the paper back to the thesis? Yes or No Is there evidence that the author knows that this essay is NOT an opinion piece this is NOT the place to insert personal responses to the war etc.? Yes or No Do the commentary sentences elaborate on your CD s and focus on the connection between the two topics, and what we can conclude from those connections? Yes or No Are any of the commentary sentences repetitive or off topic? Yes or No Mark a triangle next to any commentary sentences that are any of the following: inconsistent with the thesis, irrelevant, repetitive, awkward, factually incorrect Highlight any part of the commentary essay that is summary of the texts. (show the color here) 12. In the body paragraphs, does the writer use transitions (words and/or phrases)? Yes or No Circle any transitions that are misused the wrong meaning. (Ex: therefore instead of however ) What needs to be changed so that the transitions are smoother and more effective? (Help them to avoid This shows that ) 13. Does every Body Paragraph end with a strong conclusion sentence? Yes or No Does every conclusion sentence restate the ideas in the topic sentences using different wording? Yes or No Do the concluding sentences end the paragraphs on the same topic they started out on (perhaps with a transition to the topic of the following body paragraph)? Yes or No
3 The Conclusion Paragraph 14. Does the conclusion paragraph rephrase the thesis, but NOT repeat it verbatim? Yes or No Does the conclusion paragraph include a final reflection on the author s findings of the similarities what we can learn or conclude? Yes or No **This is a major part of the assignment ** 15. After having read the essay (multiple times), rephrase the main argument of the essay what has it s main topic & purpose been: 16. Is what you wrote in #5, # 6 and #15 all essentially the same argument? Yes or No 17. If No, clearly identify how they differ. 18. How can this essay be revised to prove the thesis more clearly? Re: Content Comparing Speak & the other texts 19. Does the paper address and explore the significance of the recurring motif of rape victims untongued? Yes or No 20. Does the paper address and explore the significance of the recurring motif of art as therapy and/or a means of expression? Yes or No 21. Does the paper center around one or more of the themes below? Yes or No Below, check each theme discussed: The silencing effect of rape the loss of voice and the effect that has on the person Coping through turning pain into art The difficult process of coping and recovering Power struggles between the victim and the perpetrator regaining control Alienation/Isolation from the rest of the world Other Please Fill In: 22. Does the paper make use of a minimum of FIVE sources (Speak, min. 2+ Related Texts, 2+ nonfiction/expository research sources)? Yes or No 23. Does the paper effectively make use of relevant research (citing at least two different sources)? Yes or No What research is used, and to what purpose? What could be done to make this stronger? **The research my not be a separate paragraph, it must be integrated with the rest of the content. 24. Is there evidence that the author understands that when comparing two or more things that are mostly dissimilar, they do not focus on the differences they briefly acknowledge them (a sentence should suffice) and move on, and when comparing two or more things that are mostly alike, they do not focus on the similarities; or if they do, they state the significance of those similarities. They paper goes beyond a side-by-side comparison. Yes or No 25. Does the comparison stop after pointing out similarities between the wars? Yes or No What is the So what assertion being made about the similarities? Re: Overall Paper 26. Highlight, in a different color than above (CM section), any sentences that are unclear, overly wordy, or awkward. (show the color here) 27. Put a star next to the strongest part(s) of the essay.
4 Re: Constructive Criticism 28. Identify (by underlining below) the strongest part(s) of the essay: Organization Thoughts and topics are sequenced logically and effectively and Effective and flawless use of PVHS Writing Program Thesis Body points and topic sentences identifying key points of argument and moving the essay further Relevant, well-chosen concrete details cited correctly Significant and meaningful commentary Embedding relevant research into the paper to solidify an assertion or to illuminate an example Proving an overall argument throughout the paper the So What reflection on the similarities (moving beyond a basic comparison) Understanding the book, texts, and the topic(s) being discussed Avoiding summary/repetition, staying on topic, omitting the irrelevant 29. Identify (by underlining below) the parts of the essay that need to be improved: Organization Thoughts and topics are sequenced logically and effectively and Effective and flawless use of PVHS Writing Program Thesis Body points and topic sentences identifying key points of argument and moving the essay further Relevant, well-chosen concrete details cited correctly Significant and meaningful commentary Embedding relevant research into the paper to solidify an assertion or to illuminate an example Proving an overall argument throughout the paper the So What reflection on the similarities (moving beyond a basic comparison) Understanding the book, texts, and the topic(s) being discussed Avoiding summary/repetition, staying on topic, omitting the irrelevant 30. On the back of their essay, write any further questions or comments that you have. Thank you for your hard work and strict attention to details!!! Score the paper based on the rubric below: Standards Criteria For Evaluation CONTENT, IDEAS, Genre, Organization, and Focus WS 1.1 Introduction begins with an engaging opener / theme statement. The novel s title & author are introduced, as well as the WS 1.0 other related texts (the research does not have too be mentioned here). The introduction PP includes a hook, transition that establishes the context of the essay s assertion, & a clearly defined thesis. Conclusion restates thesis & brings the essay to a logical close. The essay ends effectively with closing thought or reflection speaks to the So What question and the bigger picture of the topic. [No In conclusion etc.] Clever and effective title that prepares reader for the thesis [Does NOT use Essay Paper or steal the author s title] WS 1.1, LS 1.14LRA 3.0 LRA 3.0, 3.5 WS 2.2, 2.3 WS 1.4, 1.5, 2.2, 2.3 WS 1.3, 1.4, 1.5 LS 1.14 WS 1.4 LRA 3.10 WS 1.6, 1.7 WA 2.2 LRA 3.8 WS 1.1 WS 1.9 WS 1.1, 1.2, 1.4, 1.9 WA 2.0, LC 1.1, 1.4, 1.5 WA 2.0, LC 1.1, 1.2, 1.3 WS 1.7 Thesis statement is clear and focused, and identifies a clear and supportable assertion on the topic. The significance of the thesis assertion is illuminated throughout the essay. Overall Ideas: Understanding of the novel and the other texts and their broader themes is evident; Critical thinking and analysis is evident; Provides evidence of understanding themes; Does NOT stop with the basic comparison the So What questions are addressed. Questions from the essay prompt are addressed. [Nothing contradicts the events or themes of the book.] Synthesis: Content from Laurie Halse Anderson s novel, Kingsolver s poem, Irving s excerpt, Ovid s myth, Ensler s essay/memoir and the nonfic./expos. research texts are effectively and purposefully negotiated to make new meaning and to draw a conclusion. Sources: Essay must discuss Speak, and at least two of the related texts, in addition to utilizing at least two of the three research sources. Analysis of texts is supported with specific & relevant evidence (CD s in the form of quotation, summary and paraphrase). CD s add validity and clarity to the thesis, topics sentences, and body points proving them. CD s that are direct quotations are effectively blended and are appropriately documented with correct internal citations. At least six CD s are direct quotations. Support of thesis is elaborated and explained through relevant sentences of commentary (explaining the significance of CD s, tying them back to thesis). CM s provide persuasive elaborations and factual clarification of CD s. CM s do NOT summarize CD s that precede them, NOR do they summarize the texts. [CMs are NOT personal responses to the texts] Text organization flows sensibly and smoothly. Paper strictly and effectively follows the PVHS Writing Program. Essay uses a minimum of nine chunks (three body paragraphs). Effective evidence of weaving. Clarity of argument. /6 /1 /10 /8 /2 /10 Language Conventions Conventions & Mechanics: Standard English spelling, punctuation, capitalization, and manuscript form are used appropriately for this grade level. (No contractions, no use of I or you, etc.) Writing Style: Standard English sentence and paragraph structure, grammar, usage, and diction are used appropriately for this grade level. Sentences are complex, and vary in structure. Sentences are written for CLARITY. Document is TYPED and formatted in correct MLA style (see the Resource section in your grammar book and edline folder MLA Support for support) Heading, Header, Title, Text, 1 Margins, Spacing, In-text Citations, Works Cited WS 1.7 Works Cited pg is properly formatted & contains all required information (see grammar book and edline s MLA Support ) Total Points: /82
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