Comparative Peer Evaluation Created by Debbie Owens Presented at Klein Oak High School Spring, Texas

Introduction Hook? Transitional Sentences? Thesis statement Does it answer the prompt? Does it answer how or why? Answering these questions is what makes it analytical rather than just simply expository.

Promise Method of Writing

Thesis/Topic Sentences Underline what you believe to be the thesis statement and number the ideas found in the thesis right above the idea. Underline the topic sentences in each paragraph Underline the sentence that reminds the reader of the premise in different words found in the conclusion.

Thesis/Topic Sentences Continued Now read each of these and look for the following information: Do the topic sentences match up with the thesis? Are the topic sentences addressing the information in the same order that the ideas were presented in the thesis. Write the number that was assigned to the idea in the thesis statement. Put this number in the margin next to the topic sentence. Are the numbers in the margin in the same order as in the thesis? Does the concluding idea match thesis? Does it use different words?

Comparative Language Read through the paper backwards looking for words that indicate compare/contrast and circle these words. Keep in mind that you should have these words in your thesis and throughout the paragraphs all the way to the end of the paper.

Hit List Words, First/Second Person References, and Contractions Again read the paper backwards Now you are looking for hit list words, first and second person references and contractions. Place an X through these words. They ABSOLUTELY do not belong in academic writing!

Hit List Words

First and Second Person References/Contractions FIRST PERSON including possessive: Singular: I, me, my, mine, etc. Plural: We, us, ours, etc. SECOND PERSON: Any form of you. This is an academic essay. There is no time when you should be addressing your reader directly. CONTRACTIONS: The apostrophe indicates that letters have been left out to abbreviate. Ex: “Can’t” instead of “cannot”

To Be Verbs Again read the paper backwards Now you are looking for to be verbs. You should limit the use of to be verbs because they usually indicate passive sentence construction and also are weak descriptors of action.

To Be Verbs Continued Passive Sentence Construction: Passive sentence construction is when the doer of the action comes behind the action in the sentence. This is confusing and destroys clarity. Ex: The pizza was eaten by us. Active is when the doer comes before the action and yields clearer sentences. Notice what happens to the to be verb. Ex: We ate the pizza.

To Be Verbs

Reading for Content The final task is to read for content. Your peer evaluation sheet should reflect that two people have read your paper for content. When reading for content, if the evaluator questions a fact, grammar, punctuation, or spelling error, s/he will circle what is believed to be the error and place a question mark in the margin.

Reading for Content continued It is NOT the evaluators responsibility to check for accuracy or to correct the error. S/he may if feeling particularly helpful that day, but it is NOT the evaluator’s job. Rather it is the writer’s job to validate and correct possible errors.

Content continued The peer evaluator should be using a different color marker or ink color from those previously used. S/he should write content and sign their signature. I will be consulting with the evaluators and the writer if inaccuracies make it to me.

Content Continued You should check double-check their organization, logic, and facts. Is the paper skeletal? Does it need more support? Has the writer addressed all parts of the prompt? Is the paper a comparative? Does it use compare/contrast language?

Logic

Loose Generalizations Create Inaccuracies

Comparative Rubric

AP Core Points

Expanded Core Points

Good Job! Writers make sure you review your peer evaluators’ comments before your next paper.