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Read the essay through once. Note where you lose track or have to go back to reread a passage. See if you can summarize the main idea in twenty-five words or less. (If you can’t, that sometimes indicates a problem with focus.) | |
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Put the essay aside. Take a piece of paper out and jot down the main idea, then what your recall that was most effective about of the piece. | |
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Read it again after you have had some time to let the contents gel a bit. | |
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Now jot down what you liked best about the piece under consideration. Does it have a clear focus? Do the details make you see or feel the situation? Is the topic interesting? Does the paper fit the purpose of the assignment? | |
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Next write what bothered you or did not make sense. Did the paper go from one idea to another without transitions? Was there a lack of focus? Was there no concern about audience? | |
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Now pay attention to other general areas. Look at the introduction, the conclusion, the paragraph unity. Are examples used in each body paragraph? Are those examples specific? | |
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What is missing (if anything)? | |
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What doesn’t belong (if anything)? | |
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While sentence construction, commas and such, should not be remarked upon in this feedback phase, language use is fair game. Here you might discuss whether the language use meets the needs of the audience. You might want to comment upon a preponderance of cliches' which have no place in academic writing. | |
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Finally, tell the writer what you would do to improve this piece of writing if it were yours. |
A Reminder:
Feedback can be valuable to both the editor and the author. We learn much
from reading the work of our peers: what to do and what not to do. My experience shows
that those who truly try to help their peer partners will receive the same
in kind.
Everyone becomes a better writer. Those who put a minimal amount
of energy into the
process rarely gain. Remember the old adage: You get what
you give.
