Peer Editing Checklist

1. Stating a Thesis: a. Find the thesis statement and highlight it. b. Is the thesis at the end of the introduction? If yes, good work. If no, draw an arrow to move the thesis to the correct location. c. Is the thesis an argument that can be proved? Is it on topic? d. Is the thesis specific? Does it cover the following four main points? i. Compare/contrast ii. MLK and Orwell iii. Rhetorical appeals iv. Authors purpose e. On your peer editing rubric, give your partner a score in the thesis category and give one piece of constructive feedback to help your partner move up to the next category. 2. Supporting and Developing the Thesis a. Textual Evidence i. Read each body paragraph, as you read, underline direct quotes and put a squiggly line underneath specific details. If your partner is missing one or more pieces of evidence, write a note in the margin of the paragraph telling them what to add in. ii. Check to see if each quote is cited. If it is not, circle the space where the parenthetical citation should be. If the quote has been cited incorrectly, make the correction on your partners paper. iii. If your partner uses at least 1 specific detail and at least 1 direct quote in each paragraph, and both are cited correctly, give them a four in this section. If they use both but do not cite correctly, or only use direct quotes, give them a three. If your partner only uses specific details or uses quotes, but not in every paragraph, give them a 2. If your partner does not include evidence from the text, give them a 1. b. Analysis and Support i. Read your partners analysis. Do they do the following thoroughly in each paragraph? 1. Explain the meaning of the quote fully? 2. Explain the importance of the quote? 3. Explain how it is a rhetorical appeal? 4. Explain how it links to the authors purpose? ii. If you answered no to any of the questions above, write a note in the margin telling your partner what to add in. 3. Organization a. Literary Analysis Format i. Does each body paragraph have a topic sentence that relates back to the thesis?

ii. Does each paragraph properly cite and analyze textual evidence and explain how it supports the topic sentence? iii. Does each paragraph have a concluding or transitional sentence at the end? iv. Are these steps completed in order? b. Overall Structure i. Is there an introduction with an engaging hook, bridge sentences, and finally a thesis? ii. Do body paragraphs make sense and flow in a logical order using the correct format? iii. Is there a satisfying conclusion that summarizes the essays content and provokes further thought? c. Transitions i. Circle every transition used at the beginning of a body paragraph. If there are none, put an X near the beginning of that paragraph. ii. Are the transitions mature? Or do they sound elementary? iii. Do the transitions make sense and do they help the ideas in the essay flow together smoothly? 4. Language and Style a. Vocabulary i. Is word choice mature and varied? Identify at least 10 verbs, nouns, or adjectives that could be made more precise. ii. Does the author use words incorrectly in context or altogether wrong? If so, circle it and correct it. iii. Is strong word choice consistent? b. Sentence Structure i. Is sentence structure varied? ii. Are sentences constructed correctly or are there errors in grammar? iii. Does the sentence structure confuse the reader or result in awkwardness? c. Tone i. Does the reader use first or second person? If so, circle it. ii. Does the reader use slang? If so, circle it. 5. Conventions a. Are there any spelling errors? Correct them. b. Are there are any incomplete or run-on sentences? Correct them. c. Are there any errors in subject-verb agreement? Correct them. d. Are there any errors in capitalization or punctuation? Correct them. e. Does the author format the title of each text correctly?