Discovering Ideas

English Composition Spring 2009 Palomar College

Basic Peer Review


Copy the essay into an e-mail message or a word processing document. (A word processing file is easier to work with but you will have to send the response as an attachment.  Make sure that the writer has a compatible e-mail program or save your comments as a text or rich text format document.)  Then read through the entire essay carefully, without stopping to write lengthy comments. Read to the end of the last page, but do not read the thesis statement at the end yet. As you read the essay, insert comments in brackets and capital letters or bold type on any specific errors or problems you notice—misspelled words, punctuation errors, sentence fragments, or unclear wording. Or simply enclose the problem passages in brackets. Either [ ] or { }. You may correct problems if you wish, but you need not do so--just mark them so that the reader can correct them later.

After you have read through the entire essay, but before you read the thesis statement at the end, respond to the following questions.

1. Before you look at the thesis statement the writer has written at the end, write what you think the thesis of the essay you have just read ought to be. Try to write as good a thesis statement as you can, one that reflects in a single sentence everything in the essay.

2. After you have written your own thesis statement, look at the one at the end of the essay. Did the writer leave out something significant from the essay in his or her thesis? What? Is there something in the writer's thesis that isn't in the essay? Can you suggest revisions in the thesis that would make it a better guide for revising the essay. 

3.  Without looking back at the essay again, and without referring to the essay, write a summary of the essay as you remember it.  You need not provide a lot of detail; simply write down what you recall the essay saying.  You may summarize long examples or evidence briefly, but try to be complete.

4. Does the writer answer the question "How do you know?" in each paragraph in such a way that most readers will be satisfied and accept the topic sentence? Are you satisfied? I mean, do you actually believe what the writer says? If you don't believe it, why not? What additional evidence or examples would you need to get you to believe it? Be as specific as you can. Where would you need to go to find the evidence to strengthen this essay? Is the evidence given presented and explained clearly? Respond by paragraph numbers. 

5. Look at the sequence of paragraphs. Does it make sense? Does it flow? Is there a reason for moving from one paragraph to the next, or does the transition seem arbitrary? Identify any places where you can't see any reasonable connection. Do you see any paragraphs or groups of paragraphs that should be moved or rearranged to be more effective? Does the writer need to add material to make what's there fit together? What?

6. Read the first paragraph and the last paragraph, leaving out the middle of the essay. Does it sound as if the contract, the promise implied in the first paragraph, is completed? Does it sound like these are the beginning and ending of the same essay? If not, why not? Review the introductory and concluding paragraphs in light of the suggestions in chapter 3d of K&M. Would you recommend revision of these paragraphs?

7. Overall, what does the writer need to do most to make this essay a really effective essay? Narrow down the topic? Clarify the point? Unify the thesis? Develop more supporting evidence? Reorganize the essay so that it moves smoothly? Add material that is missing? Something completely different? Lay out a fairly specific plan for the writer, suggesting reasonable steps that will actually make the essay better, not vague platitudes. If you say it is already a "good essay," that's fine. But the question is how to make it better.


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On-line Syllabus

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On-Campus Syllabus

Discovering Ideas
Palomar College
jtagg@palomar.edu
This page was last edited: 01/05/09