Peer review for Essay #2 Part 1: Answer the following questions to provide feedback to your peers. Please provide specific and constructive feedback. You can write on the paper itself. 1. How can the introduction be improved? Is there a hook? Does it grab your attention? Does it give background information about the topic that will be discussed? 2. Can you identify the thesis statement? Does it give a preview of the author’s main topics? How could it be improved? What do you think the rest of the paper is going to be about based off this thesis statement? 3. Does each paragraph stick to one main idea? Where in the paper are the author’s ideas unclear? 4. Is the author adopting an academic tone? If not, which areas can they make more formal? 5. How effectively does the paper accomplish the purpose of the essay? Are they summarizing, giving context, and discussing their interpretation of the text’s exigence and aims? 6. How can the conclusion be strengthened? Does it review the main points and then offer a -so what? Does it show the implications of their interpretation of this text? 7. What grammatical issues do you suggest the writer focus on when writing the second and/or final draft? 8. As a whole does the essay flow nicely from one idea to the next? Where in the paper were the transitions too abrupt? 9. Where does the author need additional explanation to make their point clear? 10. What additional suggestions do you have for the author? Research Paper Rubric Component 100% 75% 50% 25% 0 Basic Requirements Formatted correctly, at least 500 words in length, citation page and internal citations correct (APA format), at least 2 cited peer reviewed sources. Does not meet required page length, and/or does not have 2 cited peer reviewed sources. Thesis Statement Engaging, challenging, and clearly focuses the paper. Effectively stated in the introduction and carried throughout the paper. Clear and articulate, engaging and clearly focuses the paper, but is not challenging. Is effectively carried throughout the paper. Clearly stated in the introduction, attempts to be engaging, is adequate, but lacks insight and focus, and is carried through the paper. Included in the introduction, but is vague. Lacks insight, focus, and is not carried throughout the paper. Is vague or may be lacking in the introduction; is not focused and lacks development; is not carried throughout the paper. Introduction Strong and effective, it is engaging and clearly defines the thesis, as well as provides a foundation for the body of the paper. Effective and engaging, defines the thesis and provides foundation for the body of the paper. Introduces the topic of the paper and builds a connection between the topic, the thesis, and the body of the paper. Informative but not engaging or strong. Introduces the topic of the paper loosely and includes the thesis stat ...

1. Peer review for Essay #2
Part 1: Answer the following questions to provide feedback to
your peers.
Please provide specific and constructive feedback. You can
write on the paper itself.
1. How can the introduction be improved? Is there a hook? Does
it grab your attention? Does it give background information
about the topic that will be discussed?
2. Can you identify the thesis statement? Does it give a preview
of the author’s main topics? How could it be improved? What
do you think the rest of the paper is going to be about based off
this thesis statement?
3. Does each paragraph stick to one main idea? Where in the
paper are the author’s ideas unclear?
4. Is the author adopting an academic tone? If not, which areas
can they make more formal?
5. How effectively does the paper accomplish the purpose of the
essay? Are they summarizing, giving context, and discussing
their interpretation of the text’s exigence and aims?
6. How can the conclusion be strengthened? Does it review the
main points and then offer a -so what? Does it show the
implications of their interpretation of this text?
7. What grammatical issues do you suggest the writer focus on
when writing the second and/or final draft?
8. As a whole does the essay flow nicely from one idea to the
next? Where in the paper were the transitions too abrupt?

2. 9. Where does the author need additional explanation to make
their point clear?
10. What additional suggestions do you have for the author?
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the

3. paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it

4. is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly

5. supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate

6. research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Organization Effectively organized.
Logical structure of
points and smooth
transitions convey both
understanding of topic
and care in writing.
Well organized, but
may lack some
transitions between
ideas. Logical structure
of most ideas conveys
understanding of topic
and composition.
Ideas are logically
structured, but may
lack transitions

7. between ideas. Could
benefit from
reorganizing 1 or 2
ideas.
Some significant gaps in
organization are
present but the basic
framework of ideas is
logical. Overall
organization could be
improved.
Much of the paper lacks
organization of ideas,
making it difficult to
understand the ideas
expressed in the paper.
Citation Format APA format is used
accurately as needed
throughout the entire
paper.
APA format is used
throughout the entire
paper, but may show
variations or slight
inconsistencies of
format.
APA format is used
throughout the entire
paper, but may be
noticeably inconsistent
in format.

8. APA format is used
inaccurately and
inconsistently in the
paper.
APA is not used
(regardless of the
number of sources or
citations).
Conclusion Strongly and clearly
connects the thesis
statement to the
research to draw a
specific conclusion that
does not leave the
reader with questions
regarding the thesis.
Clearly connects the
thesis statement and
the research to draw a
clear conclusion that
draws the research to a
logical close.
Connects the thesis
statement and research
to draw a conclusion
regarding the research.
Restates the topic
statements throughout
the paper.
Restates the thesis and

9. the topic statements,
but does not draw any
specific conclusion
about the research or
the thesis.
There is no conclusion;
it restates the thesis at
best.
Conventions Conventions of
standard written
English are used with
accuracy; there are few,
if any, minor errors.
Conventions of
standard written
English are used; there
may be several minor
errors of usage.
Conventions of
standard written
English are used;
however, there may be
a few major errors and
few minor errors of
usage.
Conventions of
standard written
English are used with
numerous major errors
and several minor
errors of usage.

10. The paper shows
significant errors in
conventions of
standard written
English.
Correlation Between Writing And
Metacognitive Skills
Well-developed metacognitive thinking skills associated with
improved learning. While some students develop metacognitive
skills on their own, others need explicit instruction. Talking
about meta knowledge, I found an article titled ‘Using Writing
Strategies in Math to Increase Metacognitive Skills for the
Gifted Learner’. The rhetor of this article is Knox. The audience
to her research includes every individual part of the community,
but specifically she tries to get the attention of mathematics
teacher who may play an important role in helping gifted
children better improve their metacognitive skills. She tries to
emphasise the fact that teachers should pay attention to helping
gifted children further improve their metacognitive skills which
prepare and provide these students with problem solving skills
for solving complex problems. According to her, these gifted
children may solve all mathematical problems in seconds but in
reality, if they are asked to explain their reasoning behind why
they solve a problem the way they do, they come up with no
answer. She believes that even though these students possess all
the conceptual knowledge they still lack the knowledge about
problem solving skills. She believes that their metacognitive
skills could be increased by making them write about how they
learn a concept in math and problem solving techniques they
use. According to Knox, gifted learners are able to solve the
math problems quickly and solve them accurately. However,

11. when it comes to conceptual reasoning with mathematics or the
problem-solving process, they sometimes struggle with
communicating the steps taken to solve the problem and
explaining why those steps are valid. Further developing their
metacognitive abilities can be a way to help gifted learners
reflect on their thinking in a more methodical way, allowing
them to break down and communicate the steps, to make
connections, and to reason the process used when solving math
problems. Writing is one way to increase a student’s
metacognitive ability. Journal writing in the mathematics
classroom can help students by clarifying their thought process
while further developing content knowledge. Implementing
writing can lead to increased understanding of the problem,
identification of additional strategies that can be used to solve
the problem, and reflective thinking during the problem-solving
process. Reflective writing in mathematics can help students
evaluate solution strategies and identify strengths and areas of
improvement in their mathematical understanding.
Middle Tennessee State University alumna Heather Knox was
selected as a Tennessee State Finalist for the Presidential
Awards for Excellence in Mathematics and Science Teaching.
Knox received her master’s degree in education from Middle
Tennessee State University and doctorate from Carson-Newman.
From her profile, known as the best teacher, it is clear that she
is a credible source. But at the same time, at some instances,
while reading her article I felt that she was making the same
point repeatedly, for example, she kept saying that gifted
students should be made to learn more metacognitive skills and
their capacity of learning these cognitive skills is more than an
average student and at the same time she focuses her point on
the fact that they should be taught these skills so that they can
have a better understanding of how to solve complex problems.
She did not give any explanation about the role of
metacognitive skills in the lives of non-god gifted student. She
did emphasize the fact that gifted students are faster at learning
metacognitive skills but no description given about why she

12. focusing teachers to help gifted students and not an average
student. As an audience, one cannot find exigence for writing
this article. Even though, one can see the exigence behind this
essay, but one cannot tell why she tries to persuade teachers
towards metacognitive skills only for gifted students. She
should have explained why she was just talks about gifted
children, is it because she feels that gifted, smart students are
not seen in need for enhanced meta cognitive skills by a teacher
in schools, or if she believes that it is worth just focusing and
helping gifted students with enhancing their complex problem
solving skills. One point hitting my head again and again is that
she uses a large number of sources for proving her argument,
most of them from between nineteen fifties or sixties. I believe
that these sources from nineties were written a long time ago
and a large number of educational and academic changes has
already prevailed in our educational board. She wrote this
research paper in year two thousand seventeen, and using
sources from early nineteen fifties make her point irrelevant
with a student in this new era. Knox follows a very unique
writing style, first she started talking about why metacognition
has an important role, and as the essay flowed Knox tried
establishing a relationship between metacognition and gifted
learner and how a teacher develop mathematical metacognition
in gifted learners. Towards the end, she occupies the niche by
giving suggestions on how to help gifted learners improve their
metacognitive skills. Her suggestions include pushing students
towards journal writing using mathematical prompts, developing
mathematical definitions using their own view, developing test
questions on topic studied, etc. In her writing, one can find a
repetition of certain words. The best example of repetition in
her writing includes using words like metacognitive skills,
problem-solving process. I believe that her repetition of these
words intended to make and remind the readers, and the
audience that metacognitive skills and problem solving process
are interrelated and serve best for carving out a higher level
skilled brain.

13. Knox explains that regulation of cognition includes the ability
to plan, monitor, regulate and evaluate one’s learning process.
For persuading her audience she used the fact that even though
gifted learners possess high level conceptual skills, however
they might lack sufficient required for solving complex
problems. She emphasizes this fact by telling how a gifted
learner in a math class if asked to solve a math problem with a
new or different methodology gets nervous because he or she
lacks the ability to process what they already know. In
conclusion she uses a getty line to grab the attention by
challenging its audience by making a comment about trying one
of her strategies for enhancing one’s cognitive skills. Therefore,
throughout the essay, her motive tells that she want teachers and
students to adopt her strategies and see the difference.