Peer Response: Paper 1 Two benefits of peer response: 1) you get feedback from your classmates on your paper before submitting it for a grade; 2) examining the strengths and weaknesses of someone else's writing will help you recognize strengths and weaknesses in your own work.
How it works: You read your peer's craft critically, then respond with advice on how the paper might be improved. When you're finished, give the paper and your written response back to the author. Later, read your classmate's comments on your paper, and if you agree with the suggestions, revise your paper accordingly, addressing the problems and weaknesses noted by your peer. Turn in your classmate's response to your work along with your paper when you turn in the final draft.
Get mean: While you might comment on the paper's strengths, you should concentrate mainly on its weaknesses, particularly in the areas of focus, structure, format, and overall development of argument. Be tactful and considerate in your comments, but critical all the same—do it nicely, but "let 'em have it." Praise and back-patting will not help your peer improve his or her paper.
Important details: Feel free to mark on your classmate's paper, but write your responses to the questions below on separate paper. Indicate your name as the "Peer editor" and your classmate's name as "Author." Your response should be approximately 1½-2 pages.
Instructions: Read the entire paper once, and then read it again answering the following questions in order. Your comments are not restricted to these questions alone, though: any and all advice you can offer that might help your classmate improve the paper is appropriate.
1. Is the introduction neutral? Point out specific sentences in the intro that might give away the author's viewpoint.
2. Is there a literal question raised at the end of the introduction? If not, suggest one. If there is a question raised, does it a) define an issue that has two or more different "sides"? and b) address the assigned topic squarely? In these respects and in any others, suggest how the intro question might be sharpened or improved.
3. Does the body of the discussion address the issue raised in the "intro question," or does it stray in places, addressing a different issue? Does the essay as a whole address the assigned topic? Indicate any places where the discussion gets away from focusing on the stated central issue or the assigned topic.
4. Identify the "opposing views." Do the opposing views answer the intro question directly? Does the paper present the opposition viewpoint(s) fairly and fully? How could the opposing views be improved? Suggest additional opposition views.
5. Does the author succeed in refuting or discounting the opposing views? That is, does the author explain why the opposing views are not the best answer(s) to the intro question? Suggest improvements in refutation or concession.
6. Summarize the major points of the author's own views on the issue.
7. Are the author's own primary points elaborated appropriately in separate paragraphs? Does the topic sentence in each paragraph of the author's views answer the intro question directly? Suggest improvements in the topic sentences and/or body paragraph structure.
8. Is the paper likely to convince the opposition to agree with the author? Explain. Identify the weakest point of the argument and suggest improvements.
9. Are the quotes the author uses effective in illustrating the paper's major claims? Explain why ineffective quotes are ineffective, and if you can, suggest other quotes that might work better to illustrate the author's claims.
10. Is the conclusion effective? Does it leave the reader impressed with the culmination of the writer's argument, or does it just fizzle out? Suggest improvements.
11. On the draft itself, identify problems in grammar, diction, punctuation, etc., paying special attention to the golden rules, nuggets, "simple stuff," and quotes and documentation basics outlined in QD 1-5.
Golden Rules
1. Avoid contractions.
2. Never use "you" or "your."
3. Pronouns agree with antecedents—"they," "their," and "them" are most problematic.
4. Avoid using "this," "that," "these," etc. as free-standing pronouns. Be sure the antecedent of "it" is clear.
5. Avoid sentence fragments.
6. Avoid fused sentences.
7. Avoid comma splices.
8. Parallelism, especially in lists or series.
9. Avoid successions of short, choppy sentences.
10. Avoid overly long, complex sentences.Nuggets
1. Avoid plot summary.
2. Use the literary present tense.
3. Introduce quotes and incorporate them smoothly so that all references within the quotes are clear.
4. Ellipses are correct in placement, number of "dots," and spacing, and the two sides of the omission fit together grammatically.
5. Punctuation marks next to quote marks are placed correctly: small marks of punctuation inside quote marks, larger marks outside quote marks unless they are an integral part of what's quoted or indicated as a title.
6. Avoid ending paragraphs with quotations.
7. Indicate titles correctly with underlining or quotation marks: "small" works take quote marks, "larger" works take underlining.
8. Dashes and hyphens, if used, are typed and spaced correctly.
9. Spelling: especially the names of characters, authors, and titles.
10. Proofreading errors.