Directions for peer evaluation: Evaluate a classmate's essay using the questions below. If you discover difficulties, rough spots, "challenges," etc., mark them with the appropriate numbers. When you have finished the evaluation, privately discuss all of your marks with the author of the essay. You are offering assistance, not criticism.

1. Which question is this essay anwering? Write the question here:
   (Not sure which question the author is addressing? Have a quick conversation with the author to discover this info.)

2. Does the essay break the subject into manageable parts? If not, mark a #2 at the top.

3. Is the opening effective? Is the introduction graceful and inviting? If not, mark a #3 beside the introduction. (Can you make a suggestion to help the author--if assistance is needed here?)

4. Circle the signal term in the thesis statement. (The "signal term" is the word/s in the thesis statement that express the author's opinion. This is what keeps the thesis from being a "duh!" thesis--pointing out the obvious.) Is the signal term strong and clear enough to show the writer's opinion effectively? If you're not sure it is, mark it with a #4.

5. Is the thesis a preview thesis? (If not, is the essay satisfactorily introduced without a preview thesis?)
   Does the preview in the thesis statement predict the order of supporting paragraphs accurately? If not, mark it #5.

6. Does each paragraph start with a transitional idea (word, phrase) that tells why the paragraph comes just there? If the transition could be clearer for any paragraph, mark it with a #6.

7. Does the topic sentence of each paragraph show an opinion that ties to the thesis? If you think any should be stronger, mark it with a #7.

8. Does any topic sentence get away from the signal term in the thesis statement? Mark any one you're not sure of with an #8.

9. Does each body paragraph include specific examples? Mark any body paragraph that doesn't with a #9.

10. Mark with a frowny face any sentences/paragraphs that are telling rather than showing. Strong paragraphs focus on "showing"--with support from the play, rather than "telling" (lots of general and sweeping statements, unsupported by references to the play).

11. Assess EACH paragraph for unity: Is there anything contrary to the paragraph's topic sentence? Is there anything that does not support the thesis statement's signal term? If so, mark it #11.

12. Does each paragraph end with a capping sentence that makes sure the reader is not left hanging and assures a smooth transition to the next paragraph? Mark any that need attention with a #12.

13. Is the essay's conclusion a nice close with a minimum of fuss? If it needs attention, mark it with a #13.

Next Step: Now discuss your comments with the author. Remember, you are not a judge, but a coach. You are looking for ways to help your author classmate develop a better essay. Focus on offering positive, constructive advice. Return this sheet to the author.

Homework: Revise your essay based on your own evaluation and the peer evaluation. Filter all advice from your peer through your own brain. You own your own essay; what goes into it is ultimately YOUR decision. Be smart! And revise carefully. By the time you have completed this revision, you should have a pretty slick essay. The next step involves proofreading and editing. Have a hard copy of your next revision ready to go at the beginning of class on Tuesday.