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Peer Review Checklist Adapted from Michalos (n.d.

)
Author of the writing sample: ____Amber
Sims________________________________________
Peer providing review: ___________________Shawna Peterson__________________
1. Read through the writing sample to get a sense of your classmates
style, purpose, main idea, and supporting points. What is your first
reaction to the writing sample?
That she has a clear idea of what she wants to write about in her
paper, and she clearly has formed opinion over literature circles do to
research and personal experience.
2. Read the essay again, this time for strengths and weaknesses. List
three of each.
Strengths: Good use of grammar, clear and concise title that lets me
know the point she is trying to make, and leads into or hints at the
ideas she is going to write about.
Weaknesses: I cannot find any.
3. Note the title. Does it capture your attention? It is descriptive? Or

routine?
Yes it does, and it is not routine. It is descriptive on exactly what she is
planning on talking about and proving.
4. Review the introduction. Does it
a. Capture your attention? Yes
b. Motivate you to continue reading? Yes
c. Indicate the writers purpose? Definitely
5. Locate the thesis (main idea) of the writing sample and indicate it here.
School districts around the nation are not concerned with what is causing the gap,
however they want to know what will close it.
a. Is the thesis clear? Yes, it leads directly into an idea on how to close
the gap.
b. If not, how can it be clarified?
6. What are the main points that support the thesis? Summarize them
here.
The main idea of the paper is how is the education system in America
going to work on closing the gaps on reading comprehension, and

student literacy in general. The examples that are brought up are


literature circles, and the effect that they truly have.
a. Are the main points organized in the most logical order? Yes
b. If rearrangement is necessary, make suggestions.
7. Note the development of each main point.
a. Is there enough development? Yes, and I can tell there will be more.
b. What kinds of evidence is provided (e.g., examples, expert
testimony, statistics)? By bringing up researchers opinions on what
is causing the deficit.
c. Is the evidence unified? Yes
8. Note the conclusion.
a. Does it provide a sense of completion? Not yet, but I know it is
coming.
b. Is it thoughtful rather than perfunctory and routine? Yes
c. Does it end with a thought-provoking idea or strong
recommendation? Yes
9. Examine sentences.
a. Are sentences carefully constructed (no fragments, run-ons, etc.)?
Yes
b. Is there a variety of sentence patterns to avoid monotony? Yes
c. Does the writer avoid grammatical and mechanical mistakes? Yes
10.
Use your critical thinking skills.
a. Is there unsupported opinion? No
b. Do you detect bias or sexist language? No
c. Does the writer diverge from the purpose of the writing sample? No

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