Peer Revision 2.2--ENGL 101-RDTN

University of South Dakota

Writer's Name ____________________  Readers' Names: ___________________________

ALL READERS: You may have to write on the back of the page if you're the 3rd, 4th, 5th ... reader.]

I. AS you read, ANNOTATE the essay (write in the margins) as follows:

Wherever the THESIS (main idea) is directly stated in the paper, write "thesis" beside it in the margin;
Put a "!" in the margin beside every good, interesting, and/or effective passage in the essay.
Put a "?" in the margin beside any section of the essay that is unclear.
In the margins, identify the pattern(s) of development that the writer uses or should use (narration, description, cause & effect, comparison/contrast, etc.).
Underline each paragraph's central idea or topic sentence.
Circle each transition (first, second, next, but, on the other hand, similarly--refer to transitions handout or turn to page 678 in your text).
Write any other helpful comment that occurs to you, including such comments as "good image," "delete paragraph," "transition needed."

II. AFTER you've read, answer the following questions IN WRITING:

A. State the thesis or purpose of the essay. If the thesis is not clear, state that here.

B. Identify any part that is NOT clear.

C. Identify at least one change in format that would make the instructions clearer and more accessible to a reader.

D. Which patterns of development help shape the draft? (narration, description, cause & effect, comparison/contrast, exemplification, definition, classification) How do these patterns reinforce the thesis?

E. In what way does each supporting paragraph develop the essay's thesis? Which paragraphs fail to develop the thesis? Should they be deleted or revised?

F. Look at the central ideas/topic sentences for each paragraph. Where does something stray from or contradict the paragraph's main idea?

G. Where in each paragraph does support for the central idea/topic sentence seem irrelevant, vague, insufficient, inaccurate, or disorganized? What could be done to solve these problems?

H. What signal devices (transitions) are used to relate ideas from paragraph to paragraph (first, second, next, but, however, on the other hand, similarly, etc.)? Where are there too few signals? Too many?

I. Where do too many paragraphs of the same length dull interest? Where would a short paragraph be more effective? A long one? Where does a long paragraph need to be broken into shorter ones?

J. How could the introduction and conclusion be strengthened?

K. What part of the writer's advice did you find most useful?

L. What was the weakest part of the essay?

During the last ten minutes of class, you should write in your journal. Read peer revision responses to YOUR essay; then answer the following questions.