10: Appendix - Peer Review Sheets
- Page ID
- 14899
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)A key guiding principle of Writing about Literature through Theory is that peer review is central to the writing process. As you compose your papers, you will want to receive feedback from your fellow students. The benefits of peer review are twofold: (1) peer view provides you with feedback on your paper, which will help you as you revise your paper; and (2) as a peer reviewer of others’ papers, you develop the skills of an editor, which will help you with the revision of your own papers. In other words, participating in peer review will help you become a stronger, more confident writer.
The following peer-review guides are inspired by the work of Peter Elbow and Pat Belanoff in Sharing and Responding: http://academic.evergreen.edu/s/stilsonr/Academic%20Research/Readings/elbow.htm.
Elbow and Belanoff provide a variety of peer-review guides that you might want to consider for your class. We have chosen the organizational peer-review guide (what they call “skeleton” peer review) for each chapter in this book, but you may find other peer-review approaches work better in your class. We have added a “warrant” section to each guide to help you articulate the connections between supporting claims and overall thesis for each paper.Peter Elbow and Pat Belanoff, eds., “Summary of Ways of Responding,” in Sharing and Responding (New York: Random House, 1989), http://academic.evergreen.edu/s/stilsonr/Academic%20Research/Readings/elbow.htm.
- 10.1: Chapter 2- Close Reading
- This page outlines a structured approach for providing feedback on a close-reading paper, emphasizing the assessment of thesis clarity and organizational support. It guides peer reviewers through evaluating the paper's structure by restating the thesis, identifying main ideas, listing examples, and detailing how each paragraph supports the thesis. The page concludes with a section for general comments, allowing for comprehensive feedback on the paper's organization.
- 10.2: Chapter 3- Psychoanalysis
- This page outlines guidelines for peer reviewing a psychoanalytic paper, stressing the importance of clear organization and a well-presented thesis related to a literary work. It instructs reviewers to develop a detailed outline that includes a thesis restatement, evaluation of the psychoanalytic approach, and a summary of key ideas and examples from each paragraph. Reviewers are also encouraged to provide general feedback.
- 10.3: Chapter 4- Feminist and Gender
- This page provides a framework for giving feedback on feminist and gender papers, stressing the need for a clear thesis and strong analytical support. It offers peer review guidelines, such as outlining the paper's structure and evaluating the relevance of each paragraph to the thesis. Additionally, it encourages constructive criticism to improve clarity and communication of ideas.
- 10.4: Chapter 5- Race and Ethnicity
- This page outlines a framework for giving organizational feedback on a paper about race and ethnicity. It highlights the need for a clear thesis and structured support for effective thematic claims. Peer reviewers are instructed to assess the thesis, analyze the writer's approach, and summarize key points and examples in each paragraph. The guidelines promote thorough reading and aim to enhance writers' arguments through focused feedback and structured outlines.
- 10.5: Chapter 6- Reader Response
- This page outlines how to write a reader-response paper in literary analysis, stressing the need for a clear thesis supported by textual evidence. It highlights the peer review process for assessing paper organization, including thesis clarity and relevance. Furthermore, it offers guidelines for outlining and providing constructive feedback, aimed at helping writers improve their arguments and overall paper quality.
- 10.6: Chapter 7- New Historical
- This page details a peer review process for assessing historical or cultural papers, highlighting the need for a clear thesis and coherent arguments. Reviewers are tasked with creating an outline that restates the thesis, evaluates its strength, identifies the cultural or historical approach, and summarizes key ideas from each paragraph. The aim is to ensure all points effectively support the thesis, with a section for general structural comments included.
- 10.7: Chapter 8- Ecocritical
- This page describes a peer review process designed to enhance ecocritical papers. It highlights the necessity of a clear thesis linked to ecocritical theory, instructing reviewers to evaluate the thesis and overall structure. Feedback should be organized into an outline that includes key ideas, examples, and their connections to the thesis. The page concludes with a section for general comments aimed at improving the paper's coherence and clarity.
- 10.8: Chapter 9- Digital Project
- This page provides guidelines for peer reviewing digital projects, emphasizing their distinct features compared to traditional papers. It recommends a two-step evaluation: first assessing the project's overall impression, then analyzing its organization. Reviewers should articulate the project's purpose and clarity, detail its sections, and justify each section's inclusion.