What is the thesis? Underline this. Doesit give you a clear idea of what the writerwill be arguing?Read through the Introduction• does it have a hook?• does it give adequate background?• does it lead into the thesis?• does the introduction set an argumentative tone (avoiding apersuasive tone)?Comment about the Introduction in the margin (be specific).-What did you like about it?-What could he/she do to improve it?
Do all the paragraphs relate to the argument? (A good placefor this is in the clinchers) Make a comment in the marginwhere the writer should connect more to the argument. Make a note about any parts that sound informational or analyticalbut lacking in argumentation Did the writer use a variety of types of appeals(Ethos, Pathos, Logos? Does he/she need to clarify any ofthem? Make a comment in the margin where the writershould explain the argument more. Did the writer use effective quotes from a resource? Is it“sandwiched”? Did you find a balance between the research and thewriter’s own argument? Explain your reaction at the end ofthe paper. What counterarguments do you feel still needs to beaddressed? How could they answer thosecounterarguments?Revising Ideas
Revising Organization•What method did the writer use to organize his/her research? Are thereparagraphs or information that seem out of place?•Is there a better place for them? Draw to where they fit betteror cross them out.•Do the paragraphs transition well into one another with topic sentences? Asthe reader, did you ever feel JOLTED or taken by surprise? Mark areas whereyou were surprised by misplaced information.•Does the information in the paragraphs flow? The research, examples andthe writer’s own argument should be seamless. Mark areas where you felt“jolted”.
•Does the conclusion restate the thesis? Underline it.•Does it summarize the information of the paper?•Does it end with a or a whimper?•Comment about the conclusion in the margin (be specific).-What did you like about it?-What could he/she do to improve it?
Grammar Read through the essay and look for the following: 1st or 2nd person – circle any of the following: you, I, we, us, our Find any passive voice sentences The subjects should not receive the action Remember “by” will be a key work to look for Parallelism = sentences need to be grammatically the same WRONG: The student wrote a seamless research paper andincorporating the research was easy. BETTER: The student wrote a seamless research paper andeasily incorporated the research.
Overall Comments: Answer these questions at the end of thepaper.Does the paper show an effective argument? Do you believe thewriter’s argument? Why or why not?At the end of the paper write one thing the writer did a great job on andone thing the writer could make better.
Plagiarism! Check the citations. (author/“title” page #). Usethe handbook to double check proper use. (P.120) Specifically look at the following: #1, 2, 3, 4, 6, 7, 9, 11, Mark any areas where the writer may have forgottencitations. if facts in a row, only cite at the end. If page numbersvary, cite only the page numbers, then full citation at the end. you should never have a paragraph with no citation or withonly one citation at the end. You need to have your owninsights incorporated into the paragraphs. If you give credit to your source in your writing, you do nothave to cite again in an in-text citation (unless you need tomark the page number for printed sources).
Other citation worries: Review their work cited page. Do the sourcesseem credible to you? Mark any that may notbe credible. Are the sources used somewhat equally? Tallyhow many times each source was used. Thewriter should not have relied primarily on onesource.
Self-check = Plagiarism!• Turn your paper into Turnitin.com and analyze yourreport• Is anything highlighted that may not be paraphrasedproperly? Remember you are explaining the author’sideas in your own voice/style/words.• Check your quotes. Make sure you have usedquotation marks and cited them properly.• Look at your grademark report. Check your mechanicalerrors.