This document contains a peer evaluation of four groups (Groups A, B, C, and D) based on several criteria: level of content, development, grammar and mechanics, and style. For each group, the evaluator provides comments on how well they met each criteria and showed their understanding of concepts discussed in class. Group C was praised for their strong ideas and use of connectors to coherently join ideas. Minor errors were noted for Groups B and D.

1. PEER EVALUATION
Scarlett Espinoza
Group A:
Rubrics
Criteria Basic
(below
standard)
Adequate
(meets
minimun
standard)
Competent
(excedes
standard)
Level of
content
Showssome thinking
and reasoning,but
mostideasare
underdevelopedand
unoriginal. Few
referencesto
conceptsdiscussedin
class.
Contentindicates
thinkingand
reasoningapplied
withoriginal thought
on a few ideas. Some
referencesto
conceptsdiscussedin
class.
Contentindicates
synthesisof ideas,
indepthanalysisand
evidencesoriginal
thoughtand support
for the topic.
Referencesto
conceptsdiscussedin
class.

2. Development Main pointslack
detailed
development.Ideas
are vague withlittle
evidence of critical
thinking.
Main pointsare
presentwithlimited
detail and
development. Some
critical thinkingis
present.
Main pointswell
developedwithhigh
qualityandquantity
support. Reveals
critical thinking.
Grammar &
mechanics
Spelling,punctuation,
and grammatical
errorscreate
distraction,making
readingdifficult.
Errors are frequent.
Most spelling,
punctuation,and
grammar correct
allowingreaderto
progressthough
essay. Some errors
remain.
Paragraph doesnot
have spelling,
punctuation,and
grammatical errors
allowingreaderto
follow ideasclearly
Style Mostlyin elementary
formwithlittle orno
varietyinsentence
structure. Mostly
basicvocabulary.
Approaches
intermediate level.
Some varietyin
sentence structure
and patterns.
Attemptstouse
intermediate
vocabulary.
Creative use of
sentence structure:
coordinationand
subordination. C1and
topicrelated
vocabulary.
Comments: It is clear that the student understood the main idea of
what this advertisement tries to say for the audience; however, it
has no deeper analysis either in its text or its use of that specific
image and colors. Correct use of grammar and connectors.

3. Group B
Rubrics
Criteria Basic
(below
standard)
Adequate
(meets
minimun
standard)
Competent
(excedes
standard)
Level of
content
Showssome thinking
and reasoning,but
mostideasare
underdevelopedand
unoriginal. Few
referencesto
conceptsdiscussedin
class.
Contentindicates
thinkingand
reasoningapplied
withoriginal thought
on a few ideas. Some
referencesto
conceptsdiscussed in
class.
Contentindicates
synthesisof ideas,
indepthanalysisand
evidencesoriginal
thoughtand support
for the topic.
Referencesto
conceptsdiscussedin
class.
Development Main pointslack
detailed
development.Ideas
are vague withlittle
Main pointsare
presentwithlimited
detail and
development.Some
Main pointswell
developedwithhigh
qualityandquantity

4. evidence of critical
thinking.
critical thinkingis
present.
support.Reveals
critical thinking.
Grammar &
mechanics
Spelling,punctuation,
and grammatical
errorscreate
distraction,making
readingdifficult.
Errors are frequent.
Most spelling,
punctuation,and
grammar correct
allowingreaderto
progressthough
essay. Some errors
remain.
Paragraph doesnot
have spelling,
punctuation,and
grammatical errors
allowingreaderto
follow ideasclearly
Style Mostlyin elementary
formwithlittle orno
varietyinsentence
structure. Mostly
basicvocabulary.
Approaches
intermediate level.
Some varietyin
sentence structure
and patterns.
Attemptstouse
intermediate
vocabulary.
Creative use of
sentence structure:
coordinationand
subordination. C1and
topicrelated
vocabulary.
Comment:A basic analysis of what this publicity says has been
noticed, as well as few grammar mistakes such as the omissionof final
sounds and punctuation. The ideas were clear but not developed
enough.

5. Group C
Rubrics
Criteria Basic
(below
standard)
Adequate
(meets
minimun
standard)
Competent
(excedes
standard)
Level of
content
Showssome thinking
and reasoning,but
mostideasare
underdevelopedand
unoriginal. Few
referencesto
conceptsdiscussedin
class.
Contentindicates
thinkingand
reasoningapplied
withoriginal thought
on a few ideas. Some
referencesto
conceptsdiscussedin
class.
Contentindicates
synthesisof ideas,
indepthanalysisand
evidencesoriginal
thoughtand support
for the topic.
Referencesto
conceptsdiscussedin
class.
Development Main pointslack
detailed
development.Ideas
are vague withlittle
Main pointsare
presentwithlimited
detail and
development.Some
Main pointswell
developedwithhigh
qualityandquantity

6. evidence of critical
thinking.
critical thinkingis
present.
support.Reveals
critical thinking.
Grammar &
mechanics
Spelling,punctuation,
and grammatical
errorscreate
distraction,making
readingdifficult.
Errors are frequent.
Most spelling,
punctuation,and
grammar correct
allowingreaderto
progressthough
essay. Some errors
remain.
Paragraph doesnot
have spelling,
punctuation,and
grammatical errors
allowingreaderto
follow ideasclearly
Style Mostlyin elementary
formwithlittle orno
varietyinsentence
structure. Mostly
basicvocabulary.
Approaches
intermediate level.
Some varietyin
sentence structure
and patterns.
Attemptstouse
intermediate
vocabulary.
Creative use of
sentence structure:
coordinationand
subordination. C1and
topicrelated
vocabulary.
Comment:Strong with his/her ideas about this advertisement and well
supported.He/she used a variety of connectors and coherently in order
to join the ideas.
Group D

7. Rubrics
Criteria Basic
(below
standard)
Adequate
(meets
minimun
standard)
Competent
(excedes
standard)
Level of
content
Showssome thinking
and reasoning,but
mostideasare
underdevelopedand
unoriginal. Few
referencesto
conceptsdiscussedin
class.
Contentindicates
thinkingand
reasoningapplied
withoriginal thought
on a few ideas. Some
referencesto
conceptsdiscussed in
class.
Contentindicates
synthesisof ideas,
indepthanalysisand
evidencesoriginal
thoughtand support
for the topic.
Referencesto
conceptsdiscussedin
class.
Development Main pointslack
detailed
development.Ideas
are vague withlittle
evidence of critical
thinking.
Main pointsare
presentwithlimited
detail and
development.Some
critical thinkingis
present.
Main pointswell
developedwithhigh
qualityandquantity
support. Reveals
critical thinking.
Grammar &
mechanics
Spelling,punctuation,
and grammatical
errorscreate
distraction,making
readingdifficult.
Errors are frequent.
Most spelling,
punctuation,and
grammar correct
allowingreaderto
progressthough
essay. Some errors
remain.
Paragraph doesnot
have spelling,
punctuation,and
grammatical errors
allowingreaderto
follow ideasclearly
Style Mostlyin elementary
formwithlittle orno
varietyinsentence
structure. Mostly
basicvocabulary.
Approaches
intermediate level.
Some varietyin
sentence structure
and patterns.
Attemptstouse
intermediate
vocabulary.
Creative use of
sentence structure:
coordinationand
subordination. C1and
topicrelated
vocabulary.
Comment: the ideas were well supported. He/she used a variety of
adjectives and vocabulary in general; nonetheless, few mistakes
were noticed in terms of punctuation in the use of conjunctions.