First, we will view a teacher whose students peer edit: https://www.teachingchannel.org/videos/student-writing-peer-review-nea
Read the following to help frame our peer editing session today in class: Consider the following in the students essay you are reading.
Do they: have a claim or thesis that is not a FACT, but an opinion that answers how? or why? or to what extent?
Does the essay feel complete?
Dos the student incorporate evidence in their essay: feelings, emotions, observations, and quotes from at least two of the texts read?
Does the student use two definition strategies: narration, or exemplification; or compare; or contrast; or analogy; or process; or negation? Would any of these make the essay stronger?
Is the essay organized with a beginning, middle and end? Are claims supported with evidence: quotes, textual details; events; specific aspects of character (actions; appearances; thoughts; words; inactions; etc.) and your own reasoning as to why these are important? Does the essay ARGUE a claim? Is it logical?
Are the quotes well integrated or do they appear choppy, or out of place?
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