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The task: Peer ReviewBeing a good writer requires that you learn to be an active and critical reader, and that you learn to work with criticism from others to improve what you write.Reading others’ texts not only shows you how another writer deals with certain issues, which may suggest ways you may deal with similar issues in your writing, but also develops your ability to critically examine writing—including your own.Dealing with reader feedback will help you directly improve your work.Use the checklist of items below as a guide when you review your peer’s text.You are not limited to only commenting on what is on the checklist.When it comes to comments, keep in mind that even if you are not certain about a problem, you can always point out what may be a problem or concern so the author can consider it and make a judgment. This is something you can do for anything, from simple things (like potential grammar problems) to more involved things (like uncertainty about the logic in the argumentation). In addition to noting (potential) problems, you should also feel free to make suggestions for improvement.Finally, it is often helpful that you comment on specific concerns in the body of the draft and provide a brief overall comment at the end (where you might comment on concerns with format, structure or ideas; summarize your points; or comment on the overall paper).Check ListGrammar, Mechanics, Formal Writing Concerns1. Grammar, in particular:o subject-verb agreement, correct tenseo adjective/adverb mistakeso incorrect prepositions2. Spelling mistakes or uncertainties3. Formal writing concerns (is the text written in formal English?)4. Word choice (best word for purpose?) Tone (is it reasonable?)5. Are transitions used effectively to signal a logical progression? (see pdf on transitions)6. Is the text in general coherently structured into an introduction, discussion and conclusion? Are the discussion paragraphs deductive and started with a topic sentence (see Academic Writing chapter 6)? Is there information that seems to be missing given the audience?Agreement with the Basic Features of ProposalsSee relevant section in chapter 3, Academic Writing.1. Is the problem effectively stated? Are the causes of the problem made clear? Does the author articulate any consequences should the problem remain unsolved?2. Is there a clearly stated proposal to solve the problem? Can the arguments in favor of the solution(s) be identified?3. Is there acknowledgements (and refutation) of alternative proposal(s) to solve the problem?4. Is there a clear evaluation of the benefits of the author’s solution? Is there an awareness of counterarguments to it?Some additional comments about the peer review process:In the peer-review process as well as in your revisions it is also helpful to look at the grid below, outlining what will be featured into the assessment of your final draft.Rewrite (R) G VG1. Introduction and definition of problem There is no introduction of the topic or it is underdeveloped. The problem to be solved is not indicated or very vague. The causes of the problem, and/or consequences of it being unsolved are not indicated or very vague. The introduction effectively introduces the topic and clearly presents the problem to be solved. The causes of the problem, and/or consequences of it being unsolved are clearly and effectively accounted for. The topic is effectively introduced in a way that piques the reader’s interest. The choice of problem to solve, as well as its causes and/or consequences of it being unsolved indicate originality or thoughtfulness.1. Arguments and analysis The proposed arguments do not clearly solve the problem and/or are not clearly connected to it. There is no/only vague awareness of alternative proposals. No/vague evaluation of the benefits of the author’s proposal. The proposed arguments effectively relate to the solution of the problem. There is an awareness of alternative proposals. There is an identifiable evaluation of the benefits of the author’s proposal. The proposed arguments are very well chosen and are used for a sophisticated discussion. There is a clearly articulated awareness of alternative proposals. There is a clearly identifiable evaluation of the benefits of the author’s proposal.3. Structure, transitions, topic sentences No logical structure (in the essay or within paragraphs). Failure to follow formal conventions, especially the essay’s structure with an introductory paragraph, a discussion and a conclusion. No transitions between ideas and no topic sentences. A logical structure with deductive paragraphs. Adequate transitions between sentences and paragraphs. Adequate topic sentences.Formal conventions followed. A logical, deductive structure which furthers the effectiveness of the argumentation. Very good transitions between ideas, sentences and paragraphs.Effective, sophisticated topic sentences.4. Spelling, grammar, A great number of spelling and grammatical mistakes. Informal vocabulary, awkward or overly simplistic phrasing. Only a small number of spelling and grammatical mistakes.Appropriate formal vocabulary, varied and effective phrasing. Very few or no language mistakes. Sophistication and appropriate formality in word choice and phrasing.
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