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When we write, we often make mistakes or omissions that we cannot find when we read over a draft because our brain understands what we meant to say and makes the correction in our heads, not on the page. As a result, editing purely on our own often leaves papers full of mistakes or obvious holes--holes that weaken the overall persuasiveness of our argument. One way to help catch such mistakes is to have someone else read over a text and point out what works and what needs further revision, a tactic most academics and professional writers use by having colleagues or editors review drafts before publication. You can do the same with your classmates, which is why peer review will be a significant activity in this course.
Peer review accomplishes two goals: it helps the writer to see strengths and potential problems in their drafts, and it helps the reader to learn how to spot problem areas in a text, which can help improve self-editing and revision. Take this activity seriously and do the best you can, even if you are not very confident in your own writing ability: it's better to make an observation or ask a question and have the author ignore you than to remain silent. You'll be doing your partner a favor because it is far better for you to say something now than to have me downgrade the paper later.
Peer review requires several skills:
PART I: Reading and Marking the Text
Get into a group of three (there may need to be a group of four). You will need to read two of your partners' papers and have two people read yours. For each paper you read, do the following:
PART II: Details
INTRODUCTION:
Is the introduction one paragraph or two? Does that opening work?
Does the first sentence grab your attention, or does it feel like it’s a bit generic (like it could start any paper in the class)? Why?
Does the introduction clearly set up a “who I was before the person/event impacted me” view? If so, state what the writer was like before the change. If not, suggest a description.
Does the introduction set up what happened to create the change? If so, summarize it so the writer can see how their words were interpreted. If not, point out that they need to indicate what caused the change.
Does the introduction provide a thesis arguing how the change has affect them today? If so, restate it. If not, suggest one.
Are the major points in the body of the paper previewed in the introduction to provide a plan of development for the reader to follow? If so, what are they? If not, point out they need to add that.
Does the introduction end with a restatement of the thesis? If not, suggest they do so.
BODY of PAPER:
Does the body have more than three paragraphs?
Which transition at the start of a body paragraph is the best? Write out the transition and say how it creates a relationship between the previous paragraph and the paragraph it starts.
Which transition is weak or lacking? Can you suggest a stronger transition?
Which paragraph has the best example? What makes it effective? Be specific at words or phrases that make it work well.
Which paragraph is lacking a clear example with at least three supporting details? Suggest some content for the paragraph.
CONCLUSION:
Does the conclusion avoid starting with “in conclusion”?
Does the conclusion remind readers of what the writer was like before the change?
Does the conclusion remind readers of the main experience that led to their change?
Does the conclusion explain how the change affects them now?
Does the conclusion tie together the major points in the body paragraphs?
Does the conclusion expand the discussion to suggest future implications of this change? If not, make some suggestions about what they might say.
FORMAT
Is the paper in Times New Roman 12 point?
Does the paper have the writer’s last name and the page number in the upper-right header with the correct font?
Is the paper double-spaced from the writer’s name on?
Has the author turned off the extra gap between paragraphs in the information block, above and below the title, and between paragraph in the text?
Does the information have the following information on separate lines in the following order: author’s name, instructor’s name (Dr. Halbert), the course (ENG 101), and the date (15 May 2025)?
Is there a title? Is it centered? Is it an informative title or just a bit generic?
Does each paragraph begin with an 0.5” indentation (normally done with the TAB key)??
PART III: A Note
Please write a paragraph of at least five sentences that explains what works and what could be done to improve the draft for the conference.