Peer Review – Routine Message essay paper
Peer Review – Routine Message
PART I: Get Peer Review – Routine Message Oriented
HOW TO ACCESS YOUR CLASSMATE’S SUBMISSIONS
YOU CAN ACCESS YOUR CLASSMATE’S ASSIGNMENT BY:
HOW TO PEER REVIEW YOUR CLASSMATE’S WORK
YOU CAN PEER REVIEW YOUR CLASSMATE’S WORK BY:
HOW TO COMMENT ON AND GRADE YOUR CLASSMATE’S WRITING
YOU CAN LEAVE COMMENTS ON AND GRADE YOUR CLASSMATE’S WORK BY:
PLEASE NOTE: You will not be assigned drafts to review
until you arrive in class on the day when drafts are due.
PART II: Check for Grammar, Style, Format, and Organization
GRAMMAR ERRORS (Deduct 4% of total points from“Grammar & Professionalism”)
☐ RUN-ON SENTENCE / SENTENCE FRAGMENT
Run-on sentences are units of text that include:
Fragments are:
☐ HOMOPHONE ERROR
When writers confuse words that sound the same but have different meanings.
☐ POSSESSIVE ERROR
When writers incorrectly indicate a possessive relationship between two nouns.
☐ AGREEMENT ERROR
When the subject of a sentence disagrees in number with either its verb conjugation or with subsequent possessive pronouns.
☐ DANGLING MODIFIER
When the implied subject of a subordinate clause does not correspond to the subject of a sentence’s Peer Review – Routine Message dominant clause.
MISCELLANEOUS STYLE ERRORS (Deduct 2% of total points from “Style & Diction”)
☐ WRITER-FOCUSED WRITING
When writers organize their sentences around themselves and their needs rather than their readers and their needs.
☐ AWKWARD, OVERBLOWN, OR UNCLEAR WORD CHOICE
When writers use language that is unclear, needlessly complex, or inappropriate for its context.
CLARITY ERRORS (Deduct 2% of total points from“Style & Diction”)
☐ PASSIVE VOICE
☐ DUMMY SUBJECT / VAGUE PRONOUN
Sentences without a clear actor.
☐ BURIED VERB
Verbs that have been transformed into nouns.
o(Tip: Many of the most offensive nominalizations end in “-ion” or “-ment.”)
☐ INACTIVE VERB
Verbs that refer to states of being rather than actions.
☐ NEGATIVE LANGUAGE
Sentences that contain the word “not” or other negations.
CONCISION ERRORS (Deduct 2% of total points from“Style & Diction”)
☐ LENGTHY / RAMBLING SENTENCES
Long sentences are sentences that require more than two full lines of text (using 10-12 point font).
☐ EXCESSIVE USE OF MODIFIERS
Modifiers include amplifiers like “very” or “really,” as well as adjectives (words that modify nouns) and adverbs (words that modify verbs, typically ending in “-ly”).
☐ REDUNDANT LANGUAGE (REDUNDANT PAIRS AND MODIFIERS)
Two common forms of redundant language include:
☐ EVASIVE OR OBVIOUS STATEMENTS (HEDGING AND METADISCOURSE)
Two common forms of evasive or obvious statements include:
CONTINUITY ERRORS (Deduct 2% of total points from“Style & Diction”)
☐ WEAK LINKS BETWEEN SENTENCES
Sentence pairs that writers fail to link using one or more of the main continuity principles.
COHESION ERRORS (Deduct 2% of total points from“Style & Diction”)
☐ WEAK PARAGRAPH HEAD
Paragraph heads are 1-2 sentence summaries of a paragraph’s content and purpose that appear at the beginning of all well-constructed paragraphs.
☐ WEAK MAPPING STATEMENT
A mapping statement is statement that previews and/or summarizes the structure and arguments of lengthier documents. It typically appears in a document’s introduction and/or conclusion.
FORMATTING ERRORS (Deduct 2% of total points from “Format & Organization”)
☐ WEAK VISUAL APPEAL
The phrase ‘visual appeal’ describes documents that appear well-organized and easy-to-navigate. Documents with strong visual appeal typically feature opening and closing salutations, short paragraphs, bullets points, and/or signposts (include section headers).
☐ IMPROPER DOCUMENT FORMATTING
Improperly formatted documents use a document format (ex.: email, memo, or formal letter) other than the one the assignment requires.
☐ IMPROPER USE OF BLOCK FORMATTING
Block formatting describes the standard method of formatting the body of business documents. Texts that use block formatting feature single-spaced, left-justified text with a ragged right margin; un-indented paragraphs; and full line spaces between paragraphs.
ORGANIZATION ERRORS (Deduct 2% of total points from “Format & Organization”)
☐ PARALLEL PHRASING ERROR
When writers construct items in a series or list using more than one grammatical form.
☐ WEAK FRONTLOADING / SUMMATION
Frontloading describes the process of summarizing one’s main point at the beginning of a message (where appropriate); summation describes the process of summarizing one’s main point at the end of a message (where appropriate).
☐ INEFFECTIVE DOCUMENT STRUCTURE
The phrase ‘ineffective document structure’ describes documents or units of text that are organized in an ineffective, hard-to-follow, or unintuitive way. These documents may follow the prescribed structural guidelines for the message type in question but nevertheless be deficient in other areas of organization.
PART III: Check for Content
ALL MESSAGES (Deduct 4% of total points from“Content” for each “No”)
☐ IS THE MESSAGE EASY AND/OR ENJOYABLE TO READ?
Answer “Yes” or “No.” If you answer “No,” explain why:Click or tap here to enter text.
☐ DOES THE MESSAGE MAINTAIN AN APPROPRIATE TONE?
Answer “Yes” or “No.” If you answer “No,” explain why:Click or tap here to enter text.
☐ DOES THIS MESSAGE SEEK TO DEVELOP GOODWILL WITH READERS?
Answer “Yes” or “No.” If you answer “No,” explain why:Click or tap here to enter text.
SUBJECT LINES (Deduct 4% of total points from“Content” for each “No”)
☐ IS THE SUBJECT LINE ACTION ORIENTED?
Answer “Yes” or “No.” If you answer “No,” explain why:Click or tap here to enter text.
☐ DOES IT INDICATE THE ACTION THE WRITER WANTS THE READER TO TAKE?
Answer “Yes” or “No.” If you answer “No,” explain why:Click or tap here to enter text.
☐ DOES IT SUMMARIZE THE MAIN POINT OF THE MESSAGE?
Answer “Yes” or “No.” If you answer “No,” explain why:Click or tap here to enter text.
ROUTINE MESSAGES (Deduct 4% of total points from“Content” for each “No”)
☐ DOES THE FIRST SENTENCE SUMMARIZE THE MESSAGE’S MAIN POINT?
Answer “Yes” or “No.” If you answer “No,” explain why:Click or tap here to enter text.
☐ DOES THE MESSAGE CONTEXTUALIZE ITS STATEMENT OR REQUEST (IF NECESSARY)?
Answer “Yes” or “No.” If you answer “No,” explain why:Click or tap here to enter text.
☐ DOES THE MESSAGE SUCCESSFULLY CONVEY ITS STATEMENT OR REQUEST?
Answer “Yes” or “No.” If you answer “No,” explain why:Click or tap here to enter text.
☐ WOULD YOU KNOW WHAT TO DO AFTER FINISHING THIS MESSAGE?
Answer “Yes” or “No.” If you answer “No,” explain why:Click or tap here to enter text.
