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Textbook MPK 265

The document is a Peer Evaluation Guide for Essay Writing, focusing on key components such as the introduction, body paragraphs, conclusion, and language use. It provides criteria for evaluating each section of an essay, including the effectiveness of the thesis statement, logical development, and language mechanics. Additionally, there are spaces for personal feedback on strengths and areas for improvement.

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5 views

Textbook MPK 265

The document is a Peer Evaluation Guide for Essay Writing, focusing on key components such as the introduction, body paragraphs, conclusion, and language use. It provides criteria for evaluating each section of an essay, including the effectiveness of the thesis statement, logical development, and language mechanics. Additionally, there are spaces for personal feedback on strengths and areas for improvement.

Uploaded by

xynxie21
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Appendices

Peer Evaluation Guide for Essay Writing MATAFORM –4


KULIAH
PENGEMBANGAN
Author‟s Name _____________________________________
Aprilia A Class/Faculty: _________________
Ignarro KEPRIBADIAN
Title / Topic ____________________________________________________________________
Competition and cooperation skill TERINTEGRASI

Introduction:
1 2 3
 This part focuses the reader‟s attention on the subject of the essay
 The hook successfully catches the reader‟s attention.
 Every parts in the introduction lead effectively into the thesis statement.
 There is a thesis statement that clearly and specifically states the main ideas.

Body paragraphs:
1 2 3
 Each paragraph has a clear and specific topic sentence.
 All the body paragraphs support or explain the thesis using appropriate method (by
giving facts, examples, reasons, narration, description, comparison, cause and
effect, process analysis, etc.).
 Each paragraph is logically developed (there is no irrelevant sentence)

Conclusion:
1 2 3
 This part completes the development of the thesis statement (by giving interesting
suggestions, recommendations, or predictions). .
 The author provides a logical final statement or repeats the thesis statement in brief .
 The conclusion summarizes the main ideas and makes them clear and easy to
follow. .
Language:
1 2 3
 The author uses standard word order.
 There is no enjambment (run-on sentences) and no fragmentary.
 The author uses standard modifiers and coordinators.
 There are effective transitions from one sentence to the other.
 The author uses standard inflections (e.g., plurals, possessives, -ed, -ing with verbs
and –ly with adverbs).
 There is no mistake in the subject-verb agreement (we were vs. we was)
 The author has purposefully chosen vocabulary, sentence variety, information, and
voice to affect reader.
 There is effective use of capitalization, punctuation, spelling, and formatting
(paragraphs noted by indenting).

The part I like best is: _____________________________________________________________


_______________________________________________________________________________
_______________________________________________________________________________
This piece of writing can be improved by: _____________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

(1) Not at all (2) Somewhat (3) A great deal

ENGLISH FOR ACADEMIC PURPOSES 249

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