Peer Draft-Review Questionnaires #2

On the day of each Writing Workshop, students must bring to class two blank printouts of the workshop-formatted Peer Draft Review Questionnaire, available under Files in Canvas. 

THESIS

Restate in your own words what you understand to be the thesis (write it down). Is the thesis easy to locate (e.g. last sentence of first paragraph), clear, unified, debatable, sufficiently narrow? Does it make clear what is at stake (i.e. why the essay matters, why readers should care), or does it leave you asking: “so what”?

ORGANIZATION

Does the essay’s opening invite the reader’s interest (e.g. with an opening quotation, question, or startling fact)? Does the introduction identify the primary source(s) to be discussed, incl. author, title (in quotes or italics, as appropriate), date? Does the introduction provide a roadmap (i.e. preview of major topics) of how the thesis will be developed? Does each paragraph have a topic sentence that is a mini-thesis (i.e. sub-argument that advances the main argument)? Is the order of presentation logical and easy to follow? Are transitions between paragraphs smooth? Are there parts of the essay that are confusing or that do not seem to fit? Does the conclusion tie up loose ends, convince you of the essay’s significance, and/or suggest further implications of the argument?

EVIDENCE

Does the paper make effective use of assigned readings, lectures, artifacts, discussions (avoiding inappropriate use of outside sources)? Does the evidence presented persuade you of the thesis? Are choices of when to quote rather than summarize appropriate? Are any of the quotations longer than necessary? Is there a good balance between general and specific information? Does the paper raise and adequately address any conflicting evidence? Is evidence documented properly (e.g. properly formatted endnotes or parentheticals plus reference list)?

ANALYSIS

Is textual evidence accompanied by thorough explanations of what the evidence means and why it is significant? Does the author avoid ending paragraphs with unexplained quotations? Is the essay’s reasoning persuasive? Does the essay provide fresh insight into course themes?

STYLE

Does the writing style contribute to the essay’s overall effectiveness? Does the essay use active rather than passive voice and assign agency (i.e. make clear who did what)? Is the tone appropriately formal (e.g. avoiding colloquial expressions, use of the second person or excessive use of the first person)? Are there any awkward expressions or mistakes in grammar, spelling, punctuation, etc.? Are there certain kinds of mistakes that occur frequently? Does the format conform to course guidelines (e.g. length, 12-point Times New Roman, double spaced, 1” margins, pages numbered)?

OVERALL

What two things do you like best? What two areas require most attention in rewriting?