Responses help 2!

PEER EDITING CHECKLIST Use this rubric-based checklist to ensure you have provided a thorough Peer Review. TEACH A MAN TO FISH . . . Keep in mind that we are all our own editors. You are tasked with identifying errors, issues, and areas for improvement—not correcting or copyediting your peer’s paper. Provide the type of feedback that you would like to receive—be kind, be constructive, and make suggestions for improvement if you think something needs work. However, do not spend hours copyediting someone’s paper or fixing his or her formatting; simply point out the issues and direct him or her to appropriate resources where he or she can learn how to correct the problem. INVENTION o Does this draft—or very thorough outline—respond to the prompt appropriately? (In other words, is the

student following the directions in the prompt, or perhaps going off-topic or even making up a new one?) o Does this draft have a clear working thesis statement? ARRANGEMENT o Are the main points/body paragraphs introduced with clear topic sentences that reiterate the overall

thesis? o Is the reader guided from one main idea to the next with effective transitions? o Are the main points/body paragraphs arranged in a logical order that emphasizes the thesis statement? o Are ideas expressed fluidly at the sentence-level through grammatically correct complex sentences? o Are there any sentences that are short (or choppy) that could be combined to improve the overall flow? STYLE o Is the style and tone of the draft appropriate for an academic audience?

o See chapter 3 in the MLA Handbook o Is paraphrased or summarized information and evidence from sources incorporated into the text effectively

according to MLA guidelines? o See chapter 6 in the MLA Handbook, as well as the Incorporating Sources Effectively video tutorial

(available on Blackboard > Start Here! > Resources) o Are quotations incorporated effectively according to MLA guidelines?

o See chapters 3 and 6 in the MLA Handbook, as well as the Incorporating Sources Effectively video tutorial (available on Blackboard > Start Here! > Resources)

MEMORY o Does this draft contain an introduction that grabs attention, establishes the essay’s structure, and

introduces the thesis statement/point? o Does this draft include a conclusion that moves beyond a simple restatement of the introduction, resonates

with the reader, and cements the point/thesis clearly? o Is the thesis consistent from the introduction to the conclusion? DELIVERY o Is the body text of the essay—not including the heading, title, and Works Cited—at least 500 words? o Is the document formatted correctly in MLA style?

o See chapter 4 in the MLA Handbook, as well as the example MLA document template (available on Blackboard > Start Here! > Resources)

o Is the list of Works Cited formatted correctly according to MLA guidelines? o See chapters 4 and 5 in the MLA Handbook

o Are in-text citations formatted correctly according to MLA guidelines? o See chapter 6 in the MLA Handbook, and consult the Resources content folder on Blackboard for

helpful handouts o Are there any grammar, spelling, or mechanics errors?

o See chapter 3 in the MLA Handbook for mechanics rules; for example, formatting titles of works (what goes in bold, what goes in quotations, what goes in italics, etc.), formatting words and letters referred to as words and letters, formatting numbers and dates, and so on