Unit 4 (Researched Argument) Peer Review Questions
1. Read the paper’s title. Does it introduce the subject matter and/or summarize the paper’s thesis statement? If not, indicate that a title is needed. After you have read the paper, suggest some titles.
2. Read the paper’s introduction. In your own words, list answers for the following: What issue is introduced? What reasons are given for the issue’s relevance or importance? What opposing arguments are presented? What is the thesis statement? (If any of these are missing, indicate this to the writer).
3. Reread the thesis statement. In a list, identify the who, what, when, where, and why addressed in the thesis. If any of these are missing, indicate this to the writer.
4. Does the writer provide sufficient background information for a reader to understand this topic? If not, indicate any points of confusion you had, any terms whose definitions you didn’t know, or any other parts of the argument that were unclear.
5. Read the body of the paper. As you read, note in the margins what each paragraph does (e.g. “background information provided,” “thesis supported with outside sources,” etc.).
6. List the outside sources used in this paper. Beside the name or title of each source, identify the reason for expertise the writer provides. If the writer provides no reason for expertise, write: “introductory tag needed.”
a. How credible are these sources?
b. How appropriate are these sources for this argument?
7. Make corrections, if necessary, to MLA formatting on any outside quotes, paraphrases, or summaries (all should have attributive tags and parenthetical page numbers before the period; quotes should have quotation marks).
8. Consider the overall strength of the paper’s argument. That is, review the thesis statement and supporting arguments offered throughout. How logical is the argument? What challenges to this argument has the writer not mentioned? Write a note addressing these to help the writer strengthen his/her thesis and support.
9. Circle any first- or second-person pronouns present in the paper (there should be none).
10. Read the conclusion paragraph. It should avoid phrases like “in conclusion,” “to summarize,” and the like.
a. Does the conclusion open/widen the issue? (That is, does it provide new material rather than simply restating what’s already present in the paper?)
b. Suggest one or two ways the writer could open his/her paper up with the conclusion (i.e. suggest different aspects of the argument the writer might address here).
11. Review the paper for conventions of grammar, spelling, punctuation, capitalization and usage. Circle any errors you see and, when possible, make corrections.
12. When you have finished, exchange papers with your peer and discuss these answers. If time permits, you may exchange papers with a second peer.
Unit 4 Rubric (Argumentative Research Paper)
An “A” Paper…
· Efficiently introduces the issue addressed in the paper and provides adequate background information for that issue.
· Includes an effective thesis statement that:
o identifies the “who, what, where, when, & why” of the issue addressed; and
o makes an arguable claim about an issue.
· Supports this thesis logically throughout the paper by:
o identifying credible research/opinions that support the thesis and introducing those sources correctly;
o acknowledging credible research/opinions that do not match the thesis and introducing those sources correctly; and
o demonstrating how/why the thesis withstands opposing viewpoints.
· Builds the writer’s ethos by:
o including evidence of credible, pertinent research;
o using language and tone appropriate for the general academic audience; and
o demonstrating the writer’s ability to express an informed opinion without using first-person pronouns (I, me, my, mine, etc.).
· Cites all outside sources in the paper’s body and on the Works Cited page in MLA format.
· Includes a relevant and interesting title.
· Follows formatting guidelines (Times New Roman, double-spaced, 12 point, one-inch margins).
· Shows evidence of careful proofreading (almost no errors in spelling, usage, grammar, mechanics, etc.).
A “B” Paper…
· Introduces the issue addressed in the paper and provides adequate background information for that issue.
· Includes a strong thesis statement that makes an arguable claim about an issue.
· Supports this thesis throughout the majority of the paper in the ways listed above.
· Builds the writer’s ethos by:
o including evidence of credible, pertinent research;
o generally using language and tone appropriate for the g.a.a.; and
o avoiding first-person pronouns.
· Correctly cites all outside sources in the paper’s body and on the WC page.
· Includes a relevant title.
· Follows formatting guidelines.
· Has few errors in spelling, usage, grammar, mechanics, etc.
A “C” Paper…
· Introduces the issue and provides some background information, though this information may be either too little or too much.
· Includes a thesis statement that states the paper’s central argument.
· Generally supports this thesis in the body of the paper by:
o identifying research/opinions that match the thesis;
o acknowledging research/opinions that do not match the thesis; and/or
o attempting to show why the thesis withstands opposing viewpoints.
· Attempts to build the writer’s ethos by:
o demonstrating evidence of some credible and/or pertinent research;
o attempting the tone and language of scholarly writing; and
o largely avoiding first-person pronouns.
· Correctly cites all outside sources in the paper’s body and on the WC page.
· Includes a relevant title.
· Follows formatting guidelines.
· Has some errors in spelling, usage, grammar, mechanics, etc.; at times, these mistakes may detract from meaning.
A “D” Paper…
· Has an overly broad introduction or one that provides insufficient or irrelevant background information.
· Has no thesis statement, a thesis that does not match the paper, or a thesis statement that does not make an arguable claim.
· Generally does not support the thesis in the paper’s body OR includes body paragraphs that support contradicting points of view OR includes body paragraphs that lack a sense of controlling voice.
· Seriously harms the writer’s ethos by:
o demonstrating poor research skills and/or use of non-credible sources;
o failing to write in the language or tone appropriate for scholarly papers; and/or
o including first- and/or second-person pronouns.
· Incorrectly cites outside sources, either in the paper’s body or on the WC page.
· Has no title or an irrelevant title.
· Does not follow one or more formatting guideline.
· Has significant errors in spelling, etc.; these errors are often distracting.
An “F” Paper…
· Fails to meet minimum requirements; and/or
· Plagiarizes.
Sample introduction:
In recent years, the popularity of undead creatures like zombies and vampires has skyrocketed in the United States. Some pop culture analysts attribute this trend to books like those in the Twilight series and to the type of communication facilitated by the Internet, which allows people with relatively niche tastes to congregate and interact easily. A closer analysis of cultural and economic factors in contemporary American society, though, suggests that the mania for the undead might be Americans’ way of claiming immortality as their culture—and nation—begins to fall from its position as the number one global superpower.
