Catcher In the RYE Draft 1 Peer Review

Skimmer 1: MLA Format

Heading: Jane Student Mrs Heading: Jane Student Mrs. Babcock Honors English 10—D Block December 16, 2016

Times New Roman, 12 point font

Double Spaced

Unique Title

In-text citations—quotes and all information from secondary sources (even if not quoted) “ quote” (Salinger 10).

Freud, Erikson “ quote” (Blair Broecker et. al. page#).

Works Cited Page

Proper Nouns Capitalized

Title: The Catcher in the Rye “The Catcher in the Rye”

Skimmer 2: Verb Tense—present tense for literary analysis Holden feels… Salinger attempts…

Skimmer 3: Cross Outs •Fragments beginning with Which • You, I • Contractions

Skimmer 4: Quotes • Complete sentence: “Quote…” • Holden says, “Quote…” • Block quotes longer than 3 lines

READER 1: Read the Introduction

in Margins:  Ethos OR No ETHOS Does the writer build ethos in the introduction by referring to an outside source? in Margins:  Ethos OR No ETHOS

in Margins:  Transition OR NEED Transition Does the writer connect outside source to Holden or The Catcher in the Rye through a transition phrase? in Margins:  Transition OR NEED Transition

in Margins:  TAG OR NEED TAG Does the writer introduce title, author, genre and brief summary? in Margins:  TAG OR NEED TAG

ADD Last Name if Missing Does the writer give Holden’s first and last name the first time he/she mentions Holden? (Holden Caufield) ADD Last Name if Missing

Does the writer identify by name other characters mentioned. (Ex Does the writer identify by name other characters mentioned? (Ex. Phoebe, his sister,) ADD Name if Missing

Highlight what you believe is the thesis statement

Analyze Thesis statement: Put an X next to counter argument Put an A, B, C above sub topics Circle the Big Idea (truth about humanity)

READER 2: Body Paragraphs

Read and in the margins write what you believe body paragraph one does Body Paragraph 1 can either introduce the first reason or example to support the thesis, or give descriptive background to contextualize the thesis or provide counter argument. Read and in the margins write what you believe body paragraph one does

If Body Paragraph 1 does not provide a counter argument, look through other body paragraphs to try and find one. Read and in the margins write “Counterargument” next to where you think it is

Thesis Look at writer’s thesis statement: do body paragraphs support thesis? In Margins, write: Good support of thesis or need to support thesis

Details Underline all concrete details that help reader imagine the scene

Secondary Sources Highlight ideas/quotes from outside sources—are they integrated throughout body paragraphs?

Last Sentences Do body paragraphs end on main idea statements and not details?  Each last sentence that ends on a main idea write “End on a main idea” next to paragraphs that do not end on main ideas

CIRCLE ANY TIME THE PHRASE “WORK AS A WHOLE” is used READER 5: Skimmer CIRCLE ANY TIME THE PHRASE “WORK AS A WHOLE” is used

Cross out any repetitive statements in the conclusion READER 3: Conclusion Cross out any repetitive statements in the conclusion

Conclusion Highlight statements in which the writer connects to the work as a whole

underline statements in which the writer connects to the big idea Conclusion underline statements in which the writer connects to the big idea

Does writer avoid: “This is why…” “All in All” “In Conclusion…” Conclusion: Last Sentence Does writer avoid: “This is why…” “All in All” “In Conclusion…”

Conclusion: Last Sentence Comment on Last sentence: Can you think of a better one if writer is struggling or do you love it?

READER 4: VOICE *Parallel structure, (good repetition), metaphors/similes, imagery, Highlight: academic language (symbolic, connotation), sophisticated vocabulary