Choose at least two passages that you would like to see revised further. Give suggestions for revisions in the Comments section.

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PEER WRITING EVALUATIONS
1. First Impression – Read it through once before evaluating
2. Choose at least two passages that you felt were well written and discuss in the
Comments section.
3. Choose at least two passages that you would like to see revised further. Give
suggestions for revisions in the Comments section.
4. Overall feel of the paper. (See Below)
For the Author and the Reviewer to Consider:
Organization: Did all the paragraphs seem to flow and have a logical order to them? Did
each sentence relate to the one that preceded it? Did the topic sentence introduce the
material effectively? Did the last sentence of the paragraph effectively summarize the
material or somehow lead into the information found in the next paragraph?
Quality of Thinking: Is the subject matter complex in nature? Has the author made a
serious attempt to shed new light or offer interesting perspectives on the given subject?
Style and Technique: Has the author effectively integrated expertise into the paper? Is the
author’s own voice also present and compliment the “expert” voice? Are the word
choices concise and clear or are some areas wordy or did the author use odd
words/phrases?
Use of Conventions: Has the author integrated quotes using correct citations and proper
grammar? Is the Works Cited page correct? Do errors in the paper impede readability?
PEER REVIEW WRTITING RUBRIC
Below Expectation Approaching Competency Competent Proficient
1.Content – What did
the author include in
their paper? Did it
cover all of what was
called for in the
assignment? Did they
stick to the subject?
Did they offer
evidence to support
their statements?
Purpose and main ideas: clear,
focused and interesting
Supporting details: • Relevant,
carefully selected details •
Makes connections and shares
insights
Purpose and main ideas:
unclear and require inferences
by reader Supporting details: •
Minimal development;
insufficient details • Irrelevant
details • Extensive repetition
Purpose and main ideas: clear
and focused Supporting
details: • General or limited in
places • Some connections and
insights are present
Purpose and main ideas: overly
broad or simplistic Supporting
details: • Limited, off topic,
predictable or too general •
Connections and insights are
missing
2. Formatting – Is the
paper neat? Does it
follow the formatting
guidelines in the
syllabus? Is it obvious
that the paper wasn’t
proofread for minor
errors? Citations?
Bibliography?
Errors in margins/spacing/
justification/citation. Missing
bibliography. Does not
conform to syllabus guidelines.
Missing bibliography is an
automatic zero for the paper as
a whole.
Errors in margins/ spacing/
justification/citation/
bibliography. Conforms to few
of the syllabus guidelines.
Neat, but with an occasional
citation error. Conforms to
most of the syllabus
guidelines.
Neat and nearly error free
which reflects clear
understanding and thorough
proofreading. Conforms to
syllabus guidelines.
3. Organization – Is the
information presented
in logical order or do
you feel that the
author “jumps
around” and you find
yourself confused at
times?
Organizational structure is
unclear and difficult to follow,
or too short to demonstrate
organization.
Overall structure is
inconsistent or skeletal
Organization is clear; order
and structure are present.
Order and structure are strong
and move the reader through
the text.
4. Grammar – Do the
sentences make sense?
Is the punctuation
correct? Are there odd
capitalizations and
missing commas and
periods?
Frequent errors impede
readability. • Many end of –
sentence punctuation errors;
internal punctuation contains
frequent errors. • Spelling
errors frequently distract the
reader; misspelling of common
words often occurs. •
Capitalization that is
inconsistent or often incorrect.
• Extensive need for editing.
Errors begin to impede
readability. • Some control
over basic conventions; text is
too simple or too short to
reveal proficiency. • End of
sentence punctuation is usually
correct; however, internal
punctuation contains frequent
errors. • Spelling errors that
distract the reader. •
Capitalization errors. •
Significant need for editing.
Minor errors do not impede
readability. • Control over
conventions used, although a
wide range is not demonstrated.
• Correct end of sentence
punctuation; internal
punctuation is sometimes
incorrect. • Moderate need for
editing.
Errors are few and minor. •
Correct grammar and usage
that contribute to clarity and
style. • Skill in using a wide
range of conventions. • Little
need for editing.
5. Fluency – Are you
able to get through the
paper easily or do you
often stop because
something didn’t
make sense?
Writing tends to either be
choppy, rambling or
incomplete. Awkward
constructions force the reader
to slow down or reread. •
Sentence beginnings: begin the
same way. • Sentence lengths:
same lengths either short and
choppy or long and rambling. •
Sentence patterns: repeated
over and over. (e.g., subject
verb or subject verb object). •
Sentence structure that
obscures meaning. • Confusing
word order. • Text is too short
to demonstrate variety and
control.
Some parts are easy to read
aloud; occasional awkward
constructions force the reader
to slow down. • Sentence
beginnings: many sentences
begin the same way. • Sentence
lengths: many sentences are the
same length. • Sentence
patterns: many are the same.
Little control over more
complex sentences.
Writing is easy to read aloud;
sounds natural; variety of
sentence beginnings, lengths
and patterns. • Sentence
beginnings: most sentences
begin in different ways. Some
repetition detracts from overall
impact. • Sentence lengths:
some sentences are shorter;
some are longer. Some
repetition detracts from overall
impact. • Sentence patterns:
somewhat varied. Some control
over more complex sentences.
Writing has an easy flow and
rhythm. Sentences are carefully
crafted, with strong and varied
structure. • Sentence
beginnings: sentences begin in
different ways, adding interest.
• Sentence lengths: a variety of
lengths that add interest. •
Sentence patterns: a variety of
complex patterns that add
interest.

 
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