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Brockman, English 1 / 1H

CCS WS 1.9 SPEAK

Peer Evaluation Sheet: Synthesis Multi-Paragraph Essay


Authors 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 isnt 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 essays 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 texts theme(s) or the papers 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 Speaks 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 similaritiesgoing 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

Brockman, English 1 / 1H
CCS WS 1.9 SPEAK

If YES, what?
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 NOs 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 CDs 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 CDs 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.

13.

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)

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

Brockman, English 1 / 1H
CCS WS 1.9 SPEAK

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 authors 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
its main topic & purpose been:

16.
17.

Is what you wrote in #5, # 6 and #15 all essentially the same argument? Yes or No
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

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)?
or No
What research is used, and to what purpose? What could be done to make this stronger?

In:

Yes

**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)

Brockman, English 1 / 1H
CCS WS 1.9 SPEAK

27.

Put a star next to the strongest part(s) of the essay.

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!!!
Standards

Score the paper based on the rubric below:


Criteria For Evaluation

CONTENT, IDEAS, Genre, Organization, and Focus


WS 1.1
WS 1.0

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

Introduction begins with an engaging opener / theme statement. The novels title & author are introduced, as well as the
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 essays 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 authors title]
Thesis statement is clear and focused, and identifies a clear and supportable assertion on the topic. The

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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 Andersons novel, Kingsolvers poem, Irvings excerpt, Ovids myth, Enslers
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 (CDs in the form of quotation, summary and
paraphrase). CDs add validity and clarity to the thesis, topics sentences, and body points proving them.
CDs that are direct quotations are effectively blended and are appropriately documented with correct internal citations.
At least six CDs are direct quotations.
Support of thesis is elaborated and explained through relevant sentences of commentary (explaining the significance of
CDs, tying them back to thesis). CMs provide persuasive elaborations and factual clarification of CDs. CMs do NOT
summarize CDs 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.

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Language Conventions
WA 2.0,
LC 1.1, 1.4,
1.5
WA 2.0,
LC 1.1, 1.2,
1.3
WS 1.7

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

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Brockman, English 1 / 1H
CCS WS 1.9 SPEAK
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 edlines MLA Support )

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Total Points:

/82