PEER EDITING THE ROUGH DRAFT OF the ANNOTATED BIBLIOGRAPHY

DIRECTIONS: use the checklist to help you edit your partner’s annotated bibliography. Work as a team to make sure you both have completed a checklist and made corrections where needed.

Overall MLA Format
q  Double spaced
q  Heading
Student first & Last name (s)
Teacher name
Class/period
13 January 2010
q  Header (Last name(s) page number)
q  Margins (Use the box around this page as a guide)
q  Font (12 pt; Times New Roman; BLACK ink (all)) / Overall Grammar and Usage
q  Periods
q  Comma
q  Complete sentences
q  Floating quotes, “need to be fixed” (Brown par. 1).
Strength/Quality of Thesis Statement
q  Supports an argument
q  Answers an EQ
q  Has at least 3 subtopics / q  Has good parallel structure
q  All subjects/verbs agree
q  Uses strong verbs/adjectives
First Annotation
Source quality
q  Database?
q  Critical essay/entry?
q  More than an overview?
q  Distinguished from the other two? / Effort
q  2 to 4 descriptive sentences to summarize
q  1 to 2 evaluative sentences to relate
q  A direct quotation, properly cited with page or paragraph number in parentheses
Format
q  Hanging indent?
q  MLA?
q  Proper punctuation/grammar/usage?
q  Connected to annotation?
q  ABC order?
q  DS only (no extra space) / Suggestions for improvement
Second Annotation
Source quality
q  Database?
q  Critical essay/entry?
q  More than an overview?
q  Distinguished from the other two? / Effort
q  2 to 4 descriptive sentences to summarize
q  1 to 2 evaluative sentences to relate
q  A direct quotation, properly cited with page or paragraph number in parentheses
Format
q  Hanging indent?
q  MLA?
q  Proper punctuation/grammar/usage?
q  Connected to annotation?
q  ABC order?
q  DS only (no extra space) / Suggestions for improvement
Third Annotation
Source quality
q  Database?
q  Critical essay/entry?
q  More than an overview?
q  Distinguished from the other two? / Effort
q  2 to 4 descriptive sentences to summarize
q  1 to 2 evaluative sentences to relate
q  A direct quotation, properly cited with page or paragraph number in parentheses
Format
q  Hanging indent?
q  MLA?
q  Proper punctuation/grammar/usage?
q  Connected to annotation?
q  ABC order?
q  DS only (no extra space) / Suggestions for improvement
Fourth Annotation
Source quality
q  Database?
q  Critical essay/entry?
q  More than an overview?
q  Distinguished from the other two? / Effort
q  2 to 4 descriptive sentences to summarize
q  1 to 2 evaluative sentences to relate
q  A direct quotation, properly cited with page or paragraph number in parentheses
Format
q  Hanging indent?
q  MLA?
q  Proper punctuation/grammar/usage?
q  Connected to annotation?
q  ABC order?
q  DS only (no extra space) / Suggestions for improvement
Fifth Annotation
Source quality
q  Database?
q  Critical essay/entry?
q  More than an overview?
q  Distinguished from the other two? / Effort
q  2 to 4 descriptive sentences to summarize
q  1 to 2 evaluative sentences to relate
q  A direct quotation, properly cited with page or paragraph number in parentheses
Format
q  Hanging indent?
q  MLA?
q  Proper punctuation/grammar/usage?
q  Connected to annotation?
q  ABC order?
q  DS only (no extra space) / Suggestions for improvement

Usage

1.  Delete any of the following words and re-word the sentence (go to Edit>Find and type in each one)

a lot very really nice there is it is it was

there was things stuff plus even

2.  Delete any words that seem like slang (something you would hear on the street, in the halls, or on MTV< BET< CMT< VH1 Or The Simpsons)

Ex. Hang-out bling-bling benjamins cool dude

3.  Delete any clichés that are in the paper. Clichés are phrases that are overused

Ex. Last but not least sad but true

Sentence structure

4.  Search for the subject and the verb in each sentence (yes, this will take a while.) Revise any sentence that does not have a subject AND verb—these are called fragments.

5.  Find all the overly long sentences and break them into two sentences or more. If you have to take a deep breath or a bathroom break in the middle of the sentence, its too long. It’s probably a run on.

6.  Connect sentence that are written on a first grade level.

Ex: I am Suzy. I like school. = I am Suzy, and I like school.

(Leave a few of these if they are for effect like).

Odds and ends

7.  Make sure any number under 100 is written as a word. (ex. Ninety-nine)

8.  Change “no matter what” to “Regardless”

RESPONDING TO THE ESSAY:

1. Do you agree with the writer? Explain your response in 1-2 sentences. (Remember: respond to the issue; don’t attack the writer)

2. Is there any logical fallacy in the writing (do you ever feel like you are attacked)? If you said yes, explain how it made you feel. If you said no, explain why it made you comfortable.

3. Give the writer 2 compliments on their bibliography and explain why you liked what you did.

4. Ask two questions of the writer. (ex. What made you choose this topic?)