1. Please sit with your Huck Finn mini groups
Peer Review
Please sit with your Huck Finn mini groups

2. Revision Stations: You will be in your Huck Finn reading groups.
You will have about 5-10 minutes (some slides will require more time) to peer review the essay in front of you. You will only revise for the components on the PPT slide. You will not be reading every essay in its entirety.
After each slide, you will be asked to rotate your paper
Please be thorough in your revisions.

3. Writing on the rough draft:
This should be a fairly quiet activity. If you have a question, please raise your hand and ask me. Don’t distract your classmates from their editing.
The revision process has been broken into the following chunks:
Proofreading, Intro, Body paragraph, Quotations, Word choice and Concluding paragraph
You should write directly on the draft – Make suggestions or tell the writer where they need to improve.
Don’t be afraid to tell the writer where they are confusing!
Be sure to give constructive criticism – simply saying “confusing” “doesn’t make sense” is not helpful. Explain why something is confusing or is not making sense.
Bring a colored pen with you

4. Pass your paper to the person on your RIGHT – You will pass to the right each time we switch.

5. Proofreading
Check the heading, header, Works Cited page, margins, double spacing, font.
Is there a title unique to this assignment? Is it centered?
Is the title of the novel italicized each time it’s mentioned?
Is the essay written in third person? Or have you found words like I or you? – Cross them out if you find any!
Are there contractions? – Cross them out if you find any!
Is the verb tense consistently in the present?

6. SWITCH

7. Introductory Paragraph
Evaluate the lead (attention getter):
Is the lead engaging?
Does the essay begin broadly?
Does the writer lead into their thesis in a logical manner?
What type of attention getter is used?
Underline the Thesis statement:
Is the thesis at the end of the paragraph?
Is the thesis clearly stated? = Does it include title of book, author, verb, preview of support (“to ”+verb) and universal idea?
Is the thesis argumentative?

8. SWITCH

9. Body Paragraphs: Read all body paragraphs
Evaluate topic sentences
Are the topic sentences in the correct location?
Is the topic sentence focused on the thesis? If there is mention of Twain or Huck in the topic sentence, let the writer know they need to revise.
Evaluate focus and organization
Is the body of each paragraph focused on developing the topic sentence?
Does the writer analyze for elements of tone? Which elements of DIDLS does the writer use?
Has the evidence been put into context? What is the situation leading up to this incident?
Does the analysis prove the topic sentence to be true?

10. Body Paragraphs cont: Evaluate concluding sentences
Are concluding sentences stated clearly?
Are concluding sentences focused on the topic sentence?
Does the paragraph “sound” finished?
Does the writer end the paragraph using their own words?
Evaluate idea development
Are points/ideas fully developed? Are there places where additional information or details could be added?

11. SWITCH

12. Quotations: Evaluating choice of quotations:
Do the quotations support and develop, rather than restate, the points made?
Are the quotations concise?
Does the writer abuse the use of evidence? Too many examples?
Evaluating use of quotations:
Are quotations properly embedded into the text?
Are the in-text citations correctly cited? Use your citation handout as a reference
Does the writer use transitions to introduce the citation?
Does the writer seem to fully analyze the evidence? Is their quote longer than their analysis?

13. SWITCH

14. Word Choice/Strong Verbs
Evaluate for wordiness:
Are there any unnecessary words or overused words/phrases, like “According to”?
Are there unnecessary that, which or who phrases/clauses? Circle them!
Are the words it and there avoided at the beginning of sentences? Circle them!
Does the writer use words like: happy, sad, good, bad, very? Cross them out!
Evaluate verb choices:
Is the writer telling or showing?
Does the writer overuse “to be” verbs? Am, is, ,are, was, were, be, been, being – Circle every time you see the writer using a “to be” verb.
Writer: If you are using too many “to be” verbs, you are weakening your argument. Use a stronger verb.

15. SWITCH

16. Concluding Paragraph:
Checking your thesis restatement:
Does the writer restate their thesis at the beginning of the paragraph?
Did the writer find a way to make their point in a different way?
Give the essay a sense of completeness?
Leave a final impression on the reader?
Make a connection to the current world we live in?

17. Making necessary revisions:
Tomorrow we will have laptops so that you can make improvements to your essay.
Take your rough draft with revision suggestions home with you and start thinking about changes you need/want to make.
Your final draft is due on Friday by 7:05 am! You must submit to Turnitin.com and bring your rough draft, outline and annotated passages.