Transcript Comparative Peer Evaluation

C-COT Peer Edits
and Evaluations
Created by Debbie Owens
Presented at Klein Oak High School
Spring, Texas
Edit vs. Evaluation
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Peer Editors are looking for mechanics and structure.
This is when we are sitting in the conference tables of
6 and marking the papers.
Peer Evaluators are looking for content, accuracy, and
logic as well as organization. This is when a peer reads
your paper all the way through looking for accuracy.
The peer will give you notes on the edit/evaluation
sheet as well as mark the AP rubric. You need this done
twice.
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Combined you will have 8 sets of eyes
assessing your papers before you rewrite and
submit the final draft for my assessment.
Be quiet.
Stay on-task.
This is for you, not me.
 Assessing
the Introduction
Introduction
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Hook?
Transitional Sentences?
Thesis statement
Does it answer the prompt?
Does it answer how or why? Answering
these questions is what makes it analytical
rather than just simply expository.
Excerpt from the 2008 AP Test Grader
Comments
http://apcentral.collegeboard.com/apc/public/repository/ap08_world_history_qa.pdf
Careful Analysis of the Thesis
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Does it define the time period?
Does it answer the question?
Does it use the name of the region, countries,
etc as requested in the prompt.
Does it say how or why it changed?
This makes it analytic. It cannot simply say a
change occurred.
Ideas in Introduction
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Final step for thesis: Number the ideas 1-3 as they
appear in the thesis.
Now read the introduction from beginning to end.
Are there transition sentences between the hook and
the thesis?
Do they smoothly move the reader from the hook to
the thesis? Each sentence should propel the reader
forward.
 Assessing
Organization
Promise Method of Writing
What is Continuity and Change Over
Time?
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Continuity - Seemingly continuous; appearing
to have no end or interruption.
Change – the process of becoming different.
transition, transform, vary, adjust, alter.
Over
Time
Make sure the paper addresses a both
continuity and change.
http://apcentral.collegeboard.com/apc/public/repository/ap08_world_history_qa.pdf
The paper must address a process of
change.
http://apcentral.collegeboard.com/apc/public/repository/ap08_world_history_qa.pdf
Paper Organization
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Underline what you believe to be the thesis statement
and number the ideas found in the thesis right above
the idea (this is the part about how or why something
changed and also the part about what stayed the
same).
Underline the topic sentences in each paragraphs
(You are looking for the organizing sentence that
addresses the process of how the change occurred.
This essay should move chronologically.)
Underline the sentence that reminds the reader of the
premise in different words found in the conclusion.
Paper Organization continued
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Now read each of the sentences you underlined and
look for the following information:
Do the topic sentences match up with the thesis?
Does the information move chronologically?
Does it describe a process rather than beginning,
middle, and end of the time period?
Does the concluding idea match thesis? Does it use
different words?
 Power
Choices - Words
Cause and Effect Transitions: Read through the paper
backwards and circle all transition words that indicate a
cause and affect relationship (the process of change).
Cause/Reason
An Effect
 As a result
So
 Because of this,
So that
 For this reason,
Therefore,
 Consequently,
Thus,
 Remember to use the phrase change over time in
your paper.
Words that indicate Continuity:
Continue circling . . .
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And
In addition
Moreover
Furthermore
Also
Indeed
Besides
Similarly
Remained constant
Indicated continuity
Comparative Language
Read through the paper backwards looking for words that
indicate compare/contrast and circle these words. Keep
in mind that you should have these words in your thesis
and throughout the paragraphs all the way to the end of
the paper.
Hit List Words, First/Second Person
References, and Contractions
Again read the paper backwards
 Now you are looking for hit list words, first
and second person references and
contractions. Place an X through these
words. They ABSOLUTELY do not belong
in academic writing!
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Hit List Words
First and Second Person
References/Contractions
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FIRST PERSON including possessive:
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Singular: I, me, my, mine, etc.
Plural: We, us, ours, etc.
SECOND PERSON: Any form of you. This is an
academic essay. There is no time when you should be
addressing your reader directly.
CONTRACTIONS: The apostrophe indicates that
letters have been left out to abbreviate. Ex: “Can’t”
instead of “cannot”
To Be Verbs
Again read the paper backwards
 Now you are looking for to be verbs. You
should limit the use of to be verbs because
they usually indicate passive sentence
construction and also are weak descriptors of
action.
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To Be Verbs Continued
Passive Sentence Construction:
Passive sentence construction is when the doer of the
action comes behind the action in the sentence. This
is confusing and destroys clarity.
Ex: The pizza was eaten by us.
Active is when the doer comes before the action and
yields clearer sentences. Notice what happens to the
to be verb.
Ex: We ate the pizza.
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To Be Verbs
 Content
Reading for Content
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The final task is to read for content. Your peer
evaluation sheet should reflect that two people
have read your paper for content.
When reading for content, if the evaluator
questions a fact, grammar, punctuation, or
spelling error, s/he will circle what is believed
to be the error and place a question mark in the
margin.
Reading for Content continued
It is NOT the evaluators responsibility to
check for accuracy or to correct the error. S/he
may if feeling particularly helpful that day, but
it is NOT the evaluator’s job.
 Rather it is the writer’s job to validate and
correct possible errors.
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Content continued
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The peer evaluator should be using a different color
marker or ink color from those previously used. S/he
should write content and sign their signature. I will
be consulting with the evaluators and the writer if
inaccuracies make it to me.
The peer evaluators should also evaluate the essay
with the appropriate rubric. Be fair and honest in a
gentle manner (constructive criticism). Remember
the writer will use your feedback to correct the essay.
Content Continued
You should check double-check their
organization, logic, and facts.
 Is the paper skeletal? Does it need more support?
 Has the writer addressed all parts of the prompt?
 Is the paper a C-COT? Does it use cause/effect,
continuity, compare/contrast language?
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Logic
Loose Generalizations Create
Inaccuracies
Comparative Rubric
 AP Assessment
Rubric
AP Core Points
Expanded Core Points
Good Job! 
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We have completed the peer edit.
Now you need to have two of your peers
evaluate for content and accuracy. They should
give you detailed notes and complete the AP
Rubric for the paper as it is written.
Writers make sure you review your peer
evaluators’ comments before your next paper.