Peer Editing Packet
Please take this process step by step so that you can give your classmate the best possible feedback. Don’t rush through and take the time to give thoughtful comments. If they haven’t completed all rough drafts, just edit the ones they have turned in.
My name (the editor): _____________________________________________ My partner’s name (the author): ____________________________________ STEP ONE: CHECKLIST FOR THE INTRO (ASSIGNMENTS 3 AND 4)
Write “Yes” or “No” by each statement. _____ Is the intro 2-3 paragraphs?
_____ Is this section largely free of spelling and grammar mistakes? _____ Can you tell what the topic is and why the reader finds it important? STEP TWO: PROOFREADING THE INTRO (ASSIGNMENTS 3 AND 4)
Read through the first part of the paper and mark any spelling and grammar mistakes. You can also write questions for the author if something doesn’t make sense or write suggestions in the margin.
STEP THREE: CHECKING FOR UNDERSTANDING IN THE INTRO (ASSIGNMENTS 3 AND 4)
For this step, you’re going to tell the author what you THINK their argument is, based on what they have written. As an author, you should come back and read what your proofreader said; if they think you’re saying something other than what you meant, you may need to reword it. More importantly, if your reader can’t answer the question, this means it is missing from your paper—you need to add it in!
Note: If you can’t answer one of the questions, say “I can’t find it” 1. What is the author’s topic?
2. Why does the author think this topic is important?
STEP FOUR: CHECKLIST FOR THE OPINIONS SECTION (ASSIGNMENT 8) Write “Yes” or “No” by each statement.
_____ Is this section largely free of spelling and grammar mistakes?
_____ Does the writer talk about at least two of the following: interest groups, political parties, the media, history or individual involvement?
_____ Does the author keep their opinion out of their writing (i.e. keep it objective?) _____ Does the author use their research to make their points?
STEP FIVE: PROOFREADING THE OPINIONS SECTION (ASSIGNMENT 8)
Read through the next part of the paper and mark any spelling and grammar mistakes. You can also write questions for the author if something doesn’t make sense or write suggestions in the margin.
STEP SIX: CHECKING FOR UNDERSTANDING IN THE OPINIONS SECTION (ASSIGNMENT 8)
For this step, you’re going to tell the author what you THINK their argument is, based on what they have written. As an author, you should come back and read what your proofreader said; if they think you’re saying something other than what you said, you may need to reword it. More importantly, if your reader can’t answer the question, this means it is missing from your paper—you need to add it in!
Note: If you can’t answer one of the questions, say “I can’t find it”
1. What sub-topics do they address (interest groups, media, parties, history or individual involvement)?
2. What are at least two different viewpoints presented by the author on this issue?
3. What research did they use to back up their arguments?
STEP SEVEN: CHECKLIST FOR THE GOVERNMENT SECTION (ASSIGNMENT 11) Write “Yes” or “No” by each statement.
_____ Is this section largely free of spelling and grammar mistakes? _____ Can you tell which branch of government they are writing about?
_____ Do they explain at least one power that their branch has that could help deal with their topic?
_____ Do they talk about at least one historic or current event that explains how their branch of government is dealing with their issue?
_____ Does the author keep their opinion out of their writing (i.e. keep it objective?) _____ Does the author use their research to make their points?
STEP EIGHT: PROOFREADING THE GOVERNMENT SECTION (ASSIGNMENT 11)
Read through the first part of the paper and mark any spelling and grammar mistakes. You can also write questions for the author if something doesn’t make sense or write suggestions in the margin.
STEP NINE: CHECKING FOR UNDERSTANDING IN THE GOVERNMENT SECTION (ASSIGNMENT 11)
For this step, you’re going to tell the author what you THINK their argument is, based on what they have written. As an author, you should come back and read what your proofreader said; if they think you’re saying something other than what you said, you may need to reword it. More importantly, if your reader can’t answer the question, this means it is missing from your paper—you need to add it in!
Note: If you can’t identify an argument, say “I can’t find it” 1. What branch of government did the author focus on?
2. What is at least one power that this branch has to deal with the author’s issue?
STEP TEN: CHECKLIST FOR THE IMPACT ON INDIVIDUALS (ASSIGNMENT 12) Write “Yes” or “No” by each statement.
_____ Is this section 2-4 paragraphs?
_____ Is this section largely free of spelling and grammar mistakes?
_____ Is there a specific law, policy or court case that impacts individuals relating to the author’s topic? _____ Does the author mention a specific civil right or civil liberty that connects to their topic?
_____ Does the author keep their opinion out of their writing (i.e. keep it objective?) _____ Does the author use their research to make their points?
STEP ELEVEN: PROOFREADING THE IMPACT ON INDIVIDUALS SECTION (ASSIGNMENT 12)
Read through the first part of the paper and mark any spelling and grammar mistakes. You can also write questions for the author if something doesn’t make sense or write suggestions in the margin.
STEP TWELVE: CHECKING FOR UNDERSTANDING IN IMPACT ON INDIVIDUALS SECTION (ASSIGNMENT 12)
For this step, you’re going to tell the author what you THINK their argument is, based on what they have written. As an author, you should come back and read what your proofreader said; if they think you’re saying something other than what you said, you may need to reword it. More importantly, if your reader can’t answer the question, this means it is missing from your paper—you need to add it in!
Note: If you can’t answer a question, say “I can’t find it”
1. What is the specific law, court case or policy that the author discusses?
2. How does that policy directly impact individual people?
STEP THIRTEEN: FINAL COMMENTS, SUGGESTIONS AND PRAISE
Now that you have read the whole paper, you are going to summarize what you’ve found for your author. Be clear and provide useful specific feedback—“It was good” or “It sucked” aren’t helpful comments!
1. What were the strengths of this paper?
2. What was your favorite section of the paper and why?
3. What were the weaknesses of this paper?
4. What are three specific and concrete things the author should do to improve their paper?
