8.4: Appendix D- Peer and Self-Review Forms
- Page ID
- 304724
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Click on a link below to go to that review form.
- GENERAL ASSIGNMENT REFLECTION AND IMPROVEMENT PLAN
- PARAPHRASE PEER REVIEW
-
SUMMARY 1 & 2
A. Summary Peer Review
B. Self-Review Checklist: Summary -
SUMMARY-RESPONSE 1 & 2
A. Summary-Response Essay Peer Review
B. Self-Review Checklist: Summary-Response Essay
5. RESEARCH PAPER
A. Research Paper: Thesis Statement Peer Review & Workshop
B. Research Paper Outline Peer Review
C. Research Paper: Body Paragraph Peer Review
D. Research Paper: Opposition Paragraph & Source Sandwich Peer Review
E. Research Paper Peer Review: Complete First Draft
F. Self-Review Checklist: Research Paper
6. FINAL PORTFOLIO
A. Verbal Portfolio Peer Review
B. Self-Review Checklist: Final Portfolio
1. GENERAL ASSIGNMENT REFLECTION AND IMPROVEMENT PLAN
Step 1: Review & Reflect.
Let’s figure out what you are doing well at, and what needs some improvement. Look at your graded assignment with instructor feedback. Answer the questions below using that feedback.
|c|c|
| STRENGTHS |
| Look at where you receive a score of 4 or higher. |
| What did you do well on this assignment? |
| Copy/paste the criteria below. |
&
| WEAKNESSES |
| Look at where you received a score of \(\mathbf{3}\) or below. |
| Where do you still need some work? |
| Copy/paste the criteria below. |
\(\bullet\) & \(\bullet\)
| INSTEAD OF... | SAY THIS... |
|---|---|
| I’m not good at this | What am I missing? |
| I give up | I’ll use a different strategy |
| It’s good enough | Is this really my best work? |
| I can’t make this any better | I can always improve |
| This is too hard | This may take some time |
| I made a mistake | Mistakes help me to learn |
| I just can’t do this | I am going to train my brain |
| I’ll never be that smart | I will learn how to do this |
| Plan A didn’t work | There’s always Plan B |
| My friend can do it | I will learn from them |
Step 2: Prioritize.
You may find that you have quite a bit to review - that’s OK! Let’s make a plan of how you will fix each issue.
It’s important to address Global Concerns (content and organization) first. Later, you can address Sentence-Level Concerns (grammar and vocabulary). Look at your list of items that need to be improved. Make a list of the skills you’d like to review in order of importance.
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| 5. |
Step 3: Review & Improve.
If you received less than \(\mathbf{7 0 \%}\) on your assignment, please see your instructor after class to set up either an office hours meeting OR an appointment with the UIC Writing Center. Bring your graded assignment AND this assignment reflection to review and improve the skills that you have trouble with.
Office Hours Appointment
Time:
Date:
Location:
UIC Writing Center Appointment
Time:
Date:
Location:
2. PARAPHRASE PEER REVIEW
Writer:
Reviewer:
Look at your partner’s paraphrase. Check the boxes that apply and answer the questions below. If the paraphrase does not meet the requirements, write suggestions for the writer in the "additional comments" column.
|ll|l| Check the boxes that apply: & Additional comments &
\(\square\) &
| The paraphrase includes a grammatically |
| correct signal phrase (for example, |
| "according to the author..." or "the |
| author states...") |
&
\(\square\) &
| The paraphrase cites the source, including |
| the correct author’s name and article title. |
&
\(\square\) &
| The paraphrase uses different |
| grammatical structures than the original |
| passage. |
&
\(\square\) &
| The paraphrase uses different vocabulary |
| than the original passage. |
&
\(\square\) &
| The paraphrase is accurate. |
&
\(\square\) &
| The paraphrase is easy to understand. |
&
Overall Comments & &
\(\bullet\) &
| Is this an effective paraphrase? Why or why not? |
| What has the writer done well in this paraphrase? |
| \(\bullet\) |
&
| What could the writer do to improve this paraphrase? |
3. SUMMARY 1 & 2
A. Summary Peer Review
Writer:
Reviewer:
Mark an X in the appropriate box for each of the criteria below. Add comments and suggestions to help the writer improve their summaries.
|l|l|l|l| & YES & SO-SO & NO
| The sentence has a signal phrase with the correct author’s name and |
| title. |
& & &
The signal phrase is grammatically correct. & & &
The sentence correctly identifies the argument of the reading. & & &
| The sentence is paraphrased well and is not copied directly from the |
| article. |
& & &
The sentence is not too specific, but also not too vague. & & &
Comments on one-sentence summary: & & &
| Paragraph Summary |
& & &
| The first sentence of the paragraph summary has a signal phrase with |
| the correct author’s name and title. |
& & SO-SO & NO
The summary correctly identifies the overall argument of the reading. & & &
The summary correctly identifies the main ideas of the article. & & &
| The summary has a balance of main ideas and details. There is enough |
| detail to understand the article, but there is also not excessive detail. |
& & &
The writer has included transitions between the main ideas and details. & & &
| The writer has used a variety of transitions; not just list transitions |
| (next, also, then, furthermore, in addition, first, second, third) |
| If yes, what transitions do they use? |
& & &
The writer mentions the author’s last name frequently. & & &
The summary is an appropriate length (150-200 words). & & &
Comments on paragraph summary: & & &
|l|c|c|c| & YES & SO-SO & NO
The works cited entry is complete. & & &
The works cited entry is accurate. & & &
The works cited entry is formatted correctly. & & &
Comments on works cited entry: & & &
& & &
| The heading includes the writer’s name, class, date, and assignment |
| name/draft in the correct format. |
& & SO-SO & NO
The assignment is double spaced. & & &
The first line of the summary is indented ("Tab" button) & & &
The essay has a header with the writer’s last name and page number. & & &
The margins are 1 inch on all sides. & & &
Comments on MLA formatting: & & &
B. Self-Review Checklist: Summary
Before submitting your final draft, it’s important to be sure that you have done everything that your instructor expects. Use this checklist to help you track your progress for this assignment. Click the box on the left side once you have completed an individual task.
| One-Sentence Summary |
| \(\square\) One-Sentence Summary includes the author’s name. |
| \(\square\) One-Sentence Summary includes the title of the article. |
| \(\square\) Both the author’s name and title are correct. |
| \(\square\) One-Sentence Summary has a grammatically correct signal phrase (according to the author... the |
| author states...) |
| \(\square\) One-Sentence Summary has correctly identified the main idea. |
| \(\square\) One-Sentence Summary is paraphrased. |
| Paragraph Summary |
| \(\square\) Paragraph correctly identifies the organizational pattern (pro/con, cause/effect |
| compare/contrast, problem/solution, etc.). |
| \(\square\) Paragraph correctly identifies the main supporting details. |
| \(\square\) Paragraph uses transitions and other cohesive devices. |
| \(\square\) Paragraph frequently refers to the author by last name. |
| \(\square\) Paragraph is paraphrased (no quotes are used). |
| Work Cited Entry |
| \(\square\) Work Cited page is on a separate page. |
| \(\square\) Work Cited entry is complete and accurate. |
| Formatting & Drafting |
| \(\square\) Essay has been formatted according to MLA guidelines. |
| \(\square\) There are clear changes between the 1 st and final drafts. |
| Self Review Reflection - Summary |
| As a way to reflect on what you have learned and what is still challenging, write one paragraph (150 words |
| min.) about the changes between your 1 1st and final drafts. What was challenging the first time that you |
| wrote the assignment? What did you learn in the process of revising? What challenges do you still face? |
| What will you do to address those challenges? What are you most proud of about this assignment? |
| \(\square\) |
4. SUMMARY-RESPONSE 1 & 2
A. Summary-Response Essay Peer Review
Writer:
Reviewer:
Review your partner’s essay for the criteria below. Answer the questions at the bottom.
| Complete Essay | YES | SO SO | NO |
|---|---|---|---|
| The essay has 4-5 paragraphs with a clear introduction, summary paragraph, at least one response, and a conclusion. | |||
| Introduction | YES | SO SO | NO |
| The introduction includes a grammatically correct signal phrase (according to the author OR the author states) with the correct author name and title. | |||
| A clear, accurate, and brief one-sentence summary of the article is included in the introduction. | |||
| The introduction includes a clear thesis statement that agrees or disagrees with the article. | |||
| Summary | YES | SO SO | NO |
| The summary begins with a clear and accurate statement of the main argument of the article. | |||
| The summary includes all major supporting points and important details and examples without recounting them in excessive detail. | |||
| The relationship between various points of the summary are clearly and effectively shown through a variety of cohesive devices and transitions. The transitions show the organizational pattern of the text (pro/con, problem/solution, cause/effect, compare/contrast) | |||
| There are references to the author or the article throughout the summary (mention author’s last name frequently). | |||
| Responses | YES | SO SO | NO |
| The writer mentions the specific points from the article that they’re focusing on in the response paragraphs (quotes from the author) | |||
| The writer uses various strategies to respond to the points from the article (agree, disagree, personal experience, references to other texts, references to history or current issues, references to culture) | |||
| The responses are sufficiently developed using specific examples that fit the point being made. | |||
| The response paragraphs provide evidence of critical thinking (criticize the text, question the text, provide solutions or alternative ideas the text hasn’t mentioned) | |||
| Conclusion | YES | SO SO | NO |
| The conclusion includes a summary of the article, a summary of the essay, and a final thought. |
What is one thing the writer did well? What impressed you about it?
What are two to three things the writer should focus on as they revise their essay? What suggestions do you have for improving these things?
B. Self-Review Checklist: Summary-Response Essay
Before submitting your final draft, it’s important to be sure that you have done everything that your instructor expects. Use this checklist to help you track your progress for this assignment. Put a check ( \(\boldsymbol{V}\) ) on the left side once you have completed an individual task.
IntroductionParagraph Summary
$\square$ Paragraph correctly identifies the main argument of the article in the first sentence.
$\square$ Paragraph correctly identifies the organizational pattern (pro/con, cause/effect, compare/ contrast, problem/solution, etc.).
$\square$ Paragraph correctly identifies the main supporting details.
$\square$ Paragraph uses transitions and other cohesive devices.Response Paragraphs
$\square$ I have written two response paragraphs.
$\square$ Both response paragraphs begin with a quote from the article.Work Cited Entry
$\square$ Work Cited page is on a separate page.
$\square$ Work Cited entry is complete and accurate.
Formatting \& Drafting
Essay has been formatted according to MLA guidelines.
$\square$ There are clear changes between the $1^{\text {st }}$ and final drafts.Self-Review Reflection: Summary-Response
As a way to reflect on what you have learned and what is still challenging, write one paragraph ( 150 words min.) about the changes between your first and final drafts. What was challenging the first time that you wrote the assignment? What did you learn in the process of revising? What challenges do you still face? What will you do to address those challenges? What are you most proud of about this assignment?5. RESEARCH PAPER
A. Research Paper: Thesis Statement Peer Review & Workshop
STEP 1: READ & EVALUATE
Evaluate your partners’ thesis statements using what you know about effective thesis statements. Fill in the chart.
|c|c|c|c| Group Member 1: & YES & so-so & NO
Thesis is one sentence. & & &
Thesis directly answers the research question. & & &
| Thesis has 3-4 supporting points. |
| List the supporting points: |
| 1. |
| 2. |
| 3. |
| 4. |
& & &
Thesis has "just enough" information (isn’t too detailed, but also isn’t too general). & & &
Supporting points in the thesis have parallel structure. & & &
Thesis is clear and grammatically correct. & & &
|l|l|l|l| Group Member 2: & YES & SO-SO & NO
Thesis is one sentence. & & &
Thesis directly answers the research question. & & &
Thesis has 3-4 supporting points. & & &
| List the supporting points: | |
| 1. | |
| 2. | |
| 3. | |
| 4. |
& & &
Thesis has "just enough" information (isn’t too detailed, but also isn’t too & & &
general). & & &
Supporting points in the thesis have parallel structure. & & &
Thesis is clear and grammatically correct. & & &
STEP 2: PROVIDE FEEDBACK
Look at your evaluations. What are your group members missing? Write 2 positive comments and 2 critiques to your classmates about their thesis statements. For each critique, provide a solution or alternative to what they have done. Be specific about what you don’t understand or agree with.
FEEDBACK TEMPLATES
Positive Comments
Constructive Comments
- Your thesis is a clear opinion.
- Your thesis answers your research question clearly and concisely.
- Good use of parallel structure.
- Your thesis has just enough information and isn’t too detailed or too vague.
- You have shown me a new perspective to consider. Thanks!
- Your choice of supporting points is clever.
- Your grammar makes this thesis statement very easy to understand.
- Your choice in vocabulary is precise.
- I look forward to seeing how you develop the rest of your paper.
- Great point. What evidence do you have for your thesis so far?
- I had the same idea, but have different supporting points. Here are some other ideas to consider:
- I have learned something new from you. I’ve learned... (new vocabulary, grammar, writing concept)
- I’m not so sure I agree with your statement. Have you considered it from another perspective? For example...
- Your thesis is a topic, so I’m not sure what your opinion is. Can you explain?
- You are missing 2-4 supporting points. Have you thought about...?
- Your thesis doesn’t answer your research question. You can fix that by...
- Your supporting points aren’t in parallel form. Here’s how to fix that:
- Your thesis is too detailed and includes examples instead of general points. You may delete... and revise it by..
- Your thesis is too vague. I recommend...
- Your supporting points (list them) aren’t relevant to your opinion. Can you explain them more? Here’s how I think you could fix that...
- Your word choice isn’t very clear. I’d replace (this word) with...
- Your grammar is a little bit distracting. Here’s how I would write this sentence...
STEP 3: REVIEW & REVISE
Look at your classmates’ feedback on your thesis statement. What do you need to improve? For any unclear comments, check in with the person who wrote that comment. Then begin working on a revised version of your thesis statement below.
What do I need to revise? List some of your classmates’ comments below.
\(\bullet\)
\(\bullet\)
\(\bullet\)
My revised thesis statement:
B. Research Paper Outline Peer Review
Writer:
Reviewer:
THESIS STATEMENT
|l|l|l|l| CRITERIA & &
Outline includes the full research question that the writer is answering. & YES & SO-SO \(\quad\) NO &
Outline includes a thesis statement that answers the question directly. & YES & SO-SO & NO
| The thesis statement includes three points that provide an overview of the points |
| to be made in the body of the paper. |
& YES & SO-SO & NO
| The supporting points listed in the thesis statement fit the research question and |
| are relevant to the writer’s argument. |
& YES & SO-SO & NO
The thesis statement is grammatically correct and uses parallel structure effectively. & YES & SO-SO & NO
Comments about thesis statement: & & &
POINTS 1-3
|l|c|c|c| CRITERIA & POINT 1 & POINT 2 & POINT 3
| Each point includes a complete topic sentence that reflects the first idea |
| listed in the thesis statement. |
&
| YES |
| SO-SO |
| NO |
&
| YES |
| SO-SO |
| NO |
&
| YES |
| SO-SO |
| NO |
| Each point includes one or two sub-points that relate to the point and |
| further the writer’s argument. |
&
| YES |
| SO-SO |
| NO |
&
| YES |
| SO-SO |
| NO |
&
| YES |
| SO-SO |
| NO |
| Each point includes one or two pieces of evidence that relate to the point |
| and support the writer’s argument. |
&
| YES |
| SO-SO |
| NO |
&
| YES |
| SO-SO |
| NO |
&
| YES |
| SO-SO |
| NO |
| All evidence comes from the writer’s knowledge and experience and from |
| the sources on the approved source list. |
& YES & SO-SO & NO
There are 4-6 pieces of evidence in total. & YES & SO-SO & NO
| There is a good balance of evidence (2-3 from writer’s experience, 2-3 from |
| sources). |
& YES & SO-SO & NO
Comments about Points 1-3:
C. Research Paper: Body Paragraph Peer Review
Writer:
Reviewer:
Read your classmate’s body paragraph. Use their outline to help you answer some of the questions. Complete EITHER Option A or Option B below depending on the type of evidence your partner used.
|l|ll| &
| Their topic sentence uses similar language to the language used in their thesis |
| statement. |
& YES SO-SO NO &
| Their topic sentence is a clearly stated argument. |
| What is their opinion? Write it in your own words. |
& YES SO-SO NO &
llll| Their topic sentence is related to and supports their thesis statement. & YES & SO-SO NO
| There is sufficient context/background information or explanation of the point |
| before the writer introduces the source. |
& YES & SO-SO NO
& &
|l|l|l|
| page # at the end of the sentence if |
| provided). |
& &
| The source sandwich includes |
| sufficient analysis and commentary |
| explaining how the source fits the |
| writer’s argument. |
&
| The source sandwich includes sufficient |
| analysis and commentary explaining how |
| the personal example fits the writer’s |
| argument. |
& YES SO-SO NO
|c|c|c|c|
The paragraph is logically developed. It’s clear what purpose each sentence has in the paragraph. & YES & SO-SO & NO
The paragraph achieves balance. The context/background and analysis/comment make up much more of the paragraph than the source/personal example. & YES & SO-SO & NO
| The writer uses effective transitions and connectors between the sentences in the paragraph. |
| What transition do they use? List them below. |
& YES & SO-SO & NO
The writer ends the paragraph with a concluding sentence (restates the topic sentence in new words). & YES & SO-SO & NO
D. Research Paper: Opposition Paragraph & Source Sandwich Peer Review
Writer:
Reviewer:
|c|c|c|c|
1. Their topic sentence introduces the opposition’s argument. & YES & so-so & NO
| 2. Their topic sentence is a clearly stated argument. |
| What is their opinion? Write it in your own words. |
& YES & SO-SO & NO
3. The opposition argument relates to their topic but argues against their thesis. & YES & SO-SO & NO
4. The paragraph has a concession. The concession is logical. & YES & SO-SO & NO
5. The paragraph has a refutation. & YES & so-so & NO
6. The refutation directly answers the opposition’s argument. & YES & so-so & NO
7. The refutation is different from all of their other body paragraphs; it doesn’t repeat a claim or argument from elsewhere in the essay. & YES & SO-SO & NO
8. Their paragraph has a source sandwich. & YES & so-so & NO
| 9. Their source sandwich has a claim (opinion). |
| What is their claim? Write it in your own words. |
& YES & SO-SO & NO
10. Their source sandwich has context (describes the opinion in more detail). & YES & SO-SO & NO
11. Their source sandwich has a source (information from an article). & YES & so-so & NO
12. The source has a signal phrase. (Liu writes... or According to Liu,...) & YES & SO-SO & NO
13. The source has the correct in-text citation information (author’s name, page # at the end of the sentence if provided). & YES & SO-SO & NO
| 14. The source sandwich has an analysis/comment (an explanation of the source AND an explanation of how the source is related to the topic sentence). |
| What’s their analysis? Write it in your own words. |
| What’s their comment? Write it in your own words. |
& YES & SO-SO & NO
|c|c|c|c|
| 15. The writer has included example(s) from personal experience. |
| What personal experience did they write about? |
& YES & SO-SO & NO
| 16. Each supporting point includes evidence from either personal experience or an article. |
| What other evidence did they use? |
& YES & So-so & NO
17. All evidence in the paragraph is related to and supports the topic sentence. & YES & SO-SO & NO
| 18. The paragraph has \(2-3\) supporting points. |
| What are the supporting points? Write them in your own words. 1. |
| 2. |
| 3. |
& YES & SO-SO & NO
19. The writer ends the paragraph with a concluding sentence (restates the topic sentence in new words). & YES & SO-SO & NO
E. Research Paper Peer Review: Complete First Draft
| 1. Does the introduction include an interesting hook and sufficient background information on the topic? | YES | SO-SO | NO |
| 2. Is there a clear thesis statement in the introduction that responds directly to the research question and lists the main supporting points that will be covered in the paper? | YES | SO-SO | NO |
| 3. Do the main supporting points in the thesis appear in the body of the essay in the same order? | YES | SO-SO | NO |
| 4. Is each body paragraph developed with at least one subpoint and piece of evidence? | YES | SO-SO | NO |
| 5. Is there an opposing viewpoint and refutation? | YES | so-so | NO |
| 6. Are there effective transitions between all ideas to show how they fit together? | YES | SO-SO | NO |
| 7. Does the concluding paragraph restate the writer’s thesis and add a final thought? | YES | SO-SO | NO |
| 1. Is there a header in the top right corner of every page that includes the writer’s last name and the page number? | YES | SO-SO | NO |
| 2. Is the research paper double spaced? | YES | SO-SO | NO |
| 3. Does the research paper use Times New Roman, 12 pt. font? | YES | so-so | NO |
| 4. Is the heading correct? (Does it include the writer’s name, the instructor’s name, the date, and the assignment?) | YES | SO-SO | NO |
| 5. Is there a title that reflects the topic of the paper? | YES | so-so | NO |
| 6. Is the title centered? | YES | So-so | NO |
| 7. Is the title a phrase, not a complete sentence or question? | YES | so-so | NO |
| 8. Are all important words in the title capitalized? | YES | SO-SO | NO |
| 9. Are paragraphs indented? | YES | so-so | NO |
| 10. Is the research paper 3-4 full pages long? (not counting Works Cited) | YES | SO-SO | NO |
IN-TEXT CITATIONS AND WORKS CITED PAGE
| 1. | How many in-text citations does the writer include? How | |||
| many different sources are cited? |
\(\quad\) Citations: \(\quad\) Sources:
FINAL THOUGHTS (to be completed by reviewer)
What should the writer focus on for the final draft? Provide 2-3 suggestions.
WRITER’S PLAN (to be completed by writer)
After you have communicated with your classmate about your research paper, make a list of the most important aspects of it to improve. What will you work on before you submit your final draft?
1.
2.
3.
4.
F. Self-Review Checklist: Research Paper
Before you submit the final draft of your research paper, be sure that you have completed each aspect of it. Use this checklist as a guide.
| FUNNEL STRATEGY | TURNABOUT STRATEGY |
| \(\square\) Hook | \(\square\) Opposing viewpoint |
| \(\square\) Background Information | \(\square\) Concession (optional) |
| \(\square\) Thesis Statement with 3 Supporting | \(\square\) Refutation |
| Points | Thesis Statement with 3 Supporting Points |
| Cohesion |
| \(\square\) Use similar from thesis in the topic sentences |
| \(\square\) Use similar language from topic sentence to topic sentence |
| \(\square\) Add transitions between the body paragraphs |
| \(\square\) Add transitions between points within the body paragraphs |
| Sources |
| \(\square\) Include a Works Cited page |
| \(\square\) Include in-citations for all quotes/paraphrases (references to the author) |
| \(\square\) Use 3 sources |
| \(\square\) Use examples from own experience |
6. FINAL PORTFOLIO
A. Verbal Portfolio Peer Review
Portfolio Verbal Peer Review
Each team member should take turns doing the following:
- Briefly explain the plan you made to revise the assignment.
- Point out the specific improvements you made to the assignment.
- Have your partner give you feedback on those changes.
- Are they effective?
- Do they improve the assignment in the way you had planned?
- How might they be improved even more?
- Ask your partner for additional advice on the assignment.
- Discuss any additional changes you plan to make.
B. Self-Review Checklist: Final Portfolio
Congratulations! You’ve completed your portfolio for EAP II. Before you submit your finalized portfolio, use this checklist to help you identify whether you’ve completed each part of it accurately or not. Consider working with a fellow classmate, your instructor, or a tutor at the Writing Center to make sure that everything is ready to go!
|l|l| Table of Contents &
\(\square\) & Includes required heading (view sample table of contents)
\(\square\) & Includes projects in accurate order (view sample table of contents)
\(\square\) & Formatted correctly (view sample table of contents)
Revised Project 1 (Summary) &
\(\square\) & Revised global issues (content & organization - use graded assignment to help you identify these)
\(\square\) & Revised sentence-level issues (grammar & vocabulary)
\(\square\) & Distinct from previous draft (revisions were clearly made)
\(\square\) & Work Cited page
\(\square\) & MLA Formatting
Revised Project 2 (Summary/Response) &
\(\square\) & Revised global issues (content & organization - use graded assignment to help you identify these)
\(\square\) & Revised sentence-level issues (grammar & vocabulary)
\(\square\) & Distinct from previous draft (revisions were clearly made)
\(\square\) & Work Cited page
\(\square\) & MLA Formatting
\(\square\) &
| \(\square\) |
\(\square\) & Revised global issues (content & organization - use graded assignment to help you identify these)
\(\square\) & Mistinct from previous draft (revisions were clearly made)
\(\square\) & Revised Project 3 (Research Paper)
\(\square\) &
Cover Letter Includes heading (view cover letter guidelines) Includes introduction (view cover letter guidelines) Includes paragraph about Project 1 (view cover letter guidelines) Includes paragraph about Project 2 (view cover letter guidelines) Includes paragraph about Project 3 (view cover letter guidelines) Includes conclusion (view cover letter guidelines)Submission
Entire Portfolio has been completed in the Google Doc (including 3 revised assignments AND the cover letter)\(\square \quad\) Entire Portfolio has been submitted to SafeAssign in ONE document.I understand that if my complete portfolio is not submitted to SafeAssign on time, it will receive an Unsatisfactory and will not be shown to the ENGL 160 Committee.\(\square\) I understand that if any part of my portfolio is plagiarized, it will receive an Unsatisfactory and will not be shown to the ENGL 160 Committee.