peer review checklist for argumentative essay

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Argumentative Essay Peer-Editing Checklist

I use the below checklist with my students so they can improve the drafts of their argumentative essays . Feel free to use it (or edit it as long as you don't redistribute it) if you find it useful for your class.  Note that there are APA-related questions.

There are two pages. The first page is for the prepared students who brought an essay draft to class to show their partners. The second page is for unprepared students who only have their essay in their heads (it's a verbal exercise). If your students are all prepared, then you can disregard the second page.

Peer-review Checklist Preview

Argumentative Essay Draft Peer-Editing Checklist

Pair-work : Answer the below questions based on your partner’s essay.

• The essay has a clear thesis statement presenting its stance at the end of the introduction paragraph. (YES/NO) If YES, write the essay’s thesis statement below:
• The essay presents a counter-argument to the author’s stance. (YES/NO) If YES, write the counter-argument points below:
• Can you easily find a refutation or response to each of the above points?

Point A: (YES/NO)

Point B: (YES/NO)

(Point C: (YES/NO))

• If YES, is the refutation persuasive? (YES/Somewhat/No)
• Does the essay ignore any obvious counter-arguments? (YES/NO) (Answer should be NO)
• Do the regular body paragraphs begin with a clear topic sentence that states the overall topic of the paragraph? (Example topic sentence: “ Furthermore, outsourcing can reduce company costs .” < If this were the topic sentence, then the whole paragraph would be about reducing costs.) (YES/NO)
• Does each paragraph have at least three sentences? (YES/NO)

If time allows…

• Does each in-text citation contain the author’s last name and the year of publication? (YES/NO)
• Count the number of authors cited. Do all of these authors appear in the References? (YES/NO)
• Are there any non-cited authors in the References? (YES/NO) (Answer should be NO)
• Are the References entries listed in alphabetical order?
• Do all sources accessed online have a DOI or URL?
• Are the sentences clear? Highlight the sentences you don’t understand.

Research Essay Worksheet – Verbal Explanation (Essay draft not Ready)

Part 1 (Pair Work) : Stance, Counter-argument, and Refutation

Present the below points to your partner about your essay. You do not need to write anything–explain it as clearly as possible verbally.

Stance/Thesis

• My essay argues that ….

Counter-argument

• Critics of this view argue that (1) ….
• Some people also might argue that (2) ….

Refutation/Response

• Point #1 is not (completely) true because ….
• Point #2 is not (completely) true because ….

Part 2 : Once finished, give feedback to each other. Consider the following points:

• Are the most obvious counter-arguments mentioned?
• Does the refutation address the specific points of the counter-argument?
• Is the refutation convincing

Part 3 : (Time Permitting) Verification of peer-reviewed sources

Paste a minimum of three peer-reviewed sources that you plan to use below.

Confirm with your partner that these sources are peer-reviewed, i.e. journal articles or published books.

Best of luck with your classes.

-- Peer-editing worksheet created by Matthew Barton (copyright) for Englishcurrent.com

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• Peer Review Checklist

Each essay is made up of multiple parts. In order to have a strong essay each part must be logical and effective. In many cases essays will be written with a strong thesis, but the rest of the paper will be lacking; making the paper ineffective. An essay is only as strong as its weakest point.

Using a checklist to complete your review will allow you to rate each of the parts in the paper according to their strength. There are many different peer review checklists, but the one below should be helpful for your assignment.

• Is the thesis clear?
• Does the author use his or her own ideas in the thesis and argument?
• Is the significance of the problem in the paper explained? Is the significance compelling?
• Are the ideas developed logically and thoroughly?
• Does the author use ethos effectively?
• Does the author use pathos effectively?
• Are different viewpoints acknowledged?
• Are objections effectively handled?
• Does the author give adequate explanations about sources used?
• Are the sources well-integrated into the paper, or do they seem to be added in just for the sake of adding sources?
• Is the word choice specific, concrete and interesting?
• Are the sentences clear?
• Is the overall organization of the argument effective?
• Are the transitions between paragraphs smooth?
• Are there any grammatical errors?

Based on the rubric found at: Grading Rubric Template (Word)

• Authored by : J. Indigo Eriksen. Provided by : Blue Ridge Community College. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of checklist. Authored by : Jurgen Appelo. Located at : https://flic.kr/p/hykfe7 . License : CC BY: Attribution
• Peer Review Checklist. Authored by : Robin Parent. Provided by : Utah State University English Department. Project : USU Open CourseWare Initiative. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Table of Contents

Instructor Resources (Access Requires Login)

• Overview of Instructor Resources

An Overview of the Writing Process

• Introduction to the Writing Process
• Introduction to Writing
• Your Role as a Learner
• What is an Essay?
• Reading to Write
• Defining the Writing Process
• Videos: Prewriting Techniques
• Thesis Statements
• Organizing an Essay
• Creating Paragraphs
• Conclusions
• Editing and Proofreading
• Matters of Grammar, Mechanics, and Style
• Comparative Chart of Writing Strategies

Using Sources

• Quoting, Paraphrasing, and Avoiding Plagiarism
• Formatting the Works Cited Page (MLA)
• Citing Paraphrases and Summaries (APA)
• APA Citation Style, 6th edition: General Style Guidelines

Definition Essay

• Definitional Argument Essay
• How to Write a Definition Essay
• Critical Thinking
• Video: Thesis Explained
• Effective Thesis Statements
• Student Sample: Definition Essay

Narrative Essay

• Introduction to Narrative Essay
• Student Sample: Narrative Essay
• "Shooting an Elephant" by George Orwell
• "Sixty-nine Cents" by Gary Shteyngart
• Video: The Danger of a Single Story
• How to Write an Annotation
• How to Write a Summary
• Writing for Success: Narration

Illustration/Example Essay

• Introduction to Illustration/Example Essay
• "She's Your Basic L.O.L. in N.A.D" by Perri Klass
• "April & Paris" by David Sedaris
• Writing for Success: Illustration/Example
• Student Sample: Illustration/Example Essay

Compare/Contrast Essay

• Introduction to Compare/Contrast Essay
• "Disability" by Nancy Mairs
• "Friending, Ancient or Otherwise" by Alex Wright
• "A South African Storm" by Allison Howard
• Writing for Success: Compare/Contrast
• Student Sample: Compare/Contrast Essay

Cause-and-Effect Essay

• Introduction to Cause-and-Effect Essay
• "Cultural Baggage" by Barbara Ehrenreich
• "Women in Science" by K.C. Cole
• Writing for Success: Cause and Effect
• Student Sample: Cause-and-Effect Essay

Argument Essay

• Introduction to Argument Essay
• Rogerian Argument
• "The Case Against Torture," by Alisa Soloman
• "The Case for Torture" by Michael Levin
• How to Write a Summary by Paraphrasing Source Material
• Writing for Success: Argument
• Student Sample: Argument Essay
• Grammar/Mechanics Mini-lessons
• Mini-lesson: Subjects and Verbs, Irregular Verbs, Subject Verb Agreement
• Mini-lesson: Sentence Types
• Mini-lesson: Fragments I
• Mini-lesson: Run-ons and Comma Splices I
• Mini-lesson: Comma Usage
• Mini-lesson: Parallelism
• Mini-lesson: The Apostrophe
• Mini-lesson: Capital Letters
• Grammar Practice - Interactive Quizzes
• De Copia - Demonstration of the Variety of Language
• Style Exercise: Voice

Introduction

Background on the Course

CO300 as a University Core Course

Short Description of the Course

Course Objectives

General Overview

Alternative Approaches and Assignments

(Possible) Differences between COCC150 and CO300

What CO300 Students Are Like

And You Thought...

Beginning with Critical Reading

Opportunities for Innovation

Portfolio Grading as an Option

Teaching in the computer classroom

Finally. . .

Classroom materials

Audience awareness and rhetorical contexts

Critical thinking and reading

Focusing and narrowing topics

Mid-course, group, and supplemental evaluations

More detailed explanation of Rogerian argument and Toulmin analysis

Policy statements and syllabi

Portfolio explanations, checklists, and postscripts

Presenting evidence and organizing arguments/counter-arguments

Research and documentation

Writing assignment sheets

Assignments for portfolio 1

Assignments for portfolio 2

Assignments for portfolio 3

Workshopping and workshop sheets

On workshopping generally

Workshop sheets for portfolio 1

Workshop sheets for portfolio 2

Workshop sheets for portfolio 3

Workshop sheets for general purposes

Sample materials grouped by instructor

Peer-Review Checklist for Draft of Argument Essay

Read the essay through, quickly. Then read it again, with the following questions in mind. Please write extensive comments either on your workshop partner's draft where applicable or on this handout. If you need more room, continue writing on the back of this page.

• Does this draft respond to the assignment? (Argument of a debatable issue with Rogerian slant?)
• Looking at the essay as whole, what thesis (main point including writer's opinion) is advanced? Please underline the thesis on your workshop partner's draft. If it is implied only, jot down what you perceive to be the thesis here.
• Are the needs of the audience kept in mind? For instance, do some concepts or words need to be defined? Is the evidence (examples, testimony of authorities, personal observations) clear and effective? Get into the margins of the draft and comment.
• Is any obvious evidence (or counter-evidence) overlooked?
• Can you accept the writer's assumptions? If not, why not? Please be honest and specific.
• Looking at each paragraph separately:
• What is the basic point?
• How does each paragraph relate to the essay's main idea or the previous paragraph?
• Should some paragraphs be deleted? Be divided into two or more paragraphs? Be combined? Be put elsewhere? (If you outline the essay by jolting down the gist of each paragraph, you will get help in answering these questions.)
• Is each sentence clearly related to the sentence that precedes it and to the sentence that follows?
• Is each paragraph adequately developed? Are there sufficient details, perhaps brief quotations or paraphrases from credible sources?
• Are the introductory and concluding paragraphs effective?
• What are the paper's main strengths?
• Make at least one specific suggestion that you think will assist the author to improve the paper.
• Last but not least--mechanics. If time permits, point out errors in spelling or grammar that distract from the argument of this draft.

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Argument Essay Peer Review

As a writer . . .  

Step 1 : Underline your thesis statement.  

Step 2: Include answers to the following two questions at the top of your draft:  

• What questions do you have for your reviewer? 
• List two concerns you have about your argument essay.  

   Step 3: When you receive your peer's feedback, read and consider it carefully.  

Remember: you are not bound to accept everything your reader suggests; if you believe that the response comes as a result of misunderstanding your intentions, be sure that those intentions are clear. The problem can be either with the reader or the writer!  

As a reviewer . . .  

As you begin writing your peer review, remember that your peer will benefit more from constructive criticism than vague praise. A comment like "I got confused here" or "I saw your point clearly here" is more useful than "It looks okay to me." Point out ways your classmates can improve their work.  

Step 1: Read your peer’s draft two times.  

Read the draft once to get an overview of the paper, and a second time to provide constructive criticism for the author to use when revising the draft.  

Step 2: Answer the following questions:  

• What is the writer’s thesis statement? (Copy it here.)  
• Is the thesis clear and well-supported?  
• Is the paper overly general, or does the writer make specific claims and then back them up using logical reasoning and/or researched evidence?  
• Does the writing “flow” smoothly? Note sentences or sections where flow could  be improved.  
• Is the essay reasonably free of sentence and spelling errors?  
• Remember the MEAL plan – does each paragraph follow this basic structure?  [M – Main idea;  E – Evidence; A – Analysis; L – Link]  
• Are all references to outside materials (direct quotations as well as very specific information that had to have come from reading others’ work) cited, both within the essay and on a Works Cited page?  
• Has the writer used at least three scholarly sources (no Wikipedia, personal blogs, etc.)?   

Step 3: Address your peer’s questions and concerns included at the top of the draft.    

Step 4: Write a short paragraph about what the writer does especially well.    

Step 5: Write a short paragraph about what you think the writer should do to improve the draft.    

Your suggestions will be the most useful part of peer review for your classmates, so focus more of your time on these paragraphs; they will count for more of your peer review grade than the yes or no responses.

Hints for peer review:  

• Point out the strengths in the essay.  
• Address the larger issues first.  
• Make specific suggestions for improvement.  
• Be tactful but be candid and direct.  
• Don’t be afraid to disagree with another reviewer.  
• Make and receive comments in a useful way.  
• Remember peer review is not an editing service; you should not focus on sentence-level errors like punctuation and spelling.    

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