Rodgers 1 Rodgers Fall 2012 Peer Review Comp II FINAL ASSIGNMENT: (read guidelines below) 1.

READ your classmates paper through quickly. 2. READ again and mark areas of concern or areas that are praiseworthy. 3. Take notes on your areas of concern or areas you wish to praise. 4. GIVE the paper back with your notes. 5. TALK about your comments with your classmate. 6. Take your notes home and TYPE UP a written Peer Review 7. PRINT off the Peer Review: THIS IS DUE ON MONDAY DECEMBER 3RD 8. E-mail your peer review to your CLASSMATE via UWF email. Creating a Peer Review of a Classmates Writing A good peer review includes analysis and suggestions that will help conceptualize it. When asking someone to review your work, ask specifically what you want reviewed and dont just ask for it to be looked over. Experienced writers and experienced reviewers know that a solo draft is only a draft and that the purpose of peer review is to stimulate the writer to rethink the entire document. A final paper is not fully complete until more than one set of eyes has looked over it When choosing a person to review your paper, make sure you pick someone who is close to the subject and knows the requirements of the paper and what the topic needs to cover. 4 kinds of useful feedback 1. Identify the values in the paper. Give positive feedback on your colleagues paper. Where are the strongest parts of the paper? What did you like about it? What ideas did you find exciting? What words struck you or resonated with you? (Not hollow flattery; identify shared values). 2. Describe the paper. Explain the main ideas of the paper and how it is organized. Identify the thesis and main points so the writer can know the reader can easily identify these points. How is the introduction, the body, and the conclusion related? After reading the first part of the paper, where did you expect it to go (and did it go there?) Were you with the writer or

Rodgers 2 against him/her? How has your knowledge of the subject changed after reading the paper? Are there other ideas (minor) that could be included in the paper? 3. Ask questions about the paper. Ask questions about the writers meaning and wording (or word choices). Be EXPLICIT (give examples) about what you see as a problem. Whenever you come across something that is confusing or needs clarification, write the questions on the margin next to the problem. Ask for clarification, or for elaboration on points your found interesting. 4. Suggest points to revise. Give suggestions for improving the paper. Suggest places that need more information, more clarity, or re-thinking. Tell what you WISH the paper had said or included or how it might have been worded differently. Two forms of feedback: Written: the writer gets to take it home and think about it Spoken: you can see if the writer needs you to clarify YOUR comments. You can soften your criticism. Particularly comment on: Tone: How is the writer saying what they are saying? Comment on their voice, their language choices, and vocab usage. Is this a college level paper? Did the writer employ bias? Is he/she unemotional and academic about the subject? (Did he/she use sarcasm or are they flippant in their tone). Content: What is it that the writer is saying? Comment on the substance of their information or their argument (include their research, their facts, data, statistics and their ideas). Is the material presented with CLARITY? How is it organized? Conventions: Comment on their grammar, spelling, and punctuation. Are there any RO (run on sentences); SF (sentence fragments); or CS (comma splices)? Works Cited: Make marks on errors you see if you are SURE it is wrong. Especially comment on double spacing, hanging indents and ITALICS for books or the title of journals and quotation marks for the titles of articles. Some of the above information was taken from this website: wac.colostate.edu/journal/vol3/chisholm1.pdf