14 Evaluating Your Work

Evaluating Your Work

Alys Avalos-Rivera

Once you have outlined the main ideas you will use in your essay, you are ready to draft your first version. Remember that you need clear topic sentences and appropriate transitions in each paragraphs. In order to to revise your work (and that of your peers) you should check your instructor’s assignment guidelines and make sure your work addresses them to the best of your knowledge. As an alternative, you can use any of the following rubrics.

 

Evaluation Sheet 1

By Brianna Hook

 

Instructions: This worksheet can be used during peer review sessions. You may write on this paper and on the author’s essay. After reading and critiquing your peer’s essay, return your responses to the author. Alternatively, you may use this sheet to revise your own work.

 

  1. Read the entire essay. Underline the thesis statement in the introductory paragraph. Has the author taken a clear stance on the issue? Are the main points clearly written, logical, and in parallel form?
  2. Are the author’s ideas organized in an effective manner? Did s/he follow the same order as the points were mentioned in the thesis statement?
  3. Look back over the essay. Describe any point(s) where you were confused, unconvinced, or uncertain of the connections or ideas being explained and expressed. You may suggest transitions or recommend clarification of ideas. (You may also circle those in the essay.)
  4. Find three places where you think the author could add more specific information, explanation, or evidence. Suggest specifically what kind of additions could be made (for example, facts, quotes, or statistics).
  5. Look at the author’s use of outside sources. Has s/he effectively integrated the sources into the essay? Does the information from sources clearly support his/her arguments/ideas? Has s/he properly used in-text citation to give credit to the sources?
  6. If the author only had an hour to make changes, what top three things should s/he do?
  7. Now look at grammatical and sentence-level issues (including verb tenses, subject-verb agreement, use of prepositions, word choice, spelling, commas, etc.) and mark these clearly for the writer to see.
  8. Lastly, do you think the author makes an overall convincing argument? Could you be persuaded to his/her side? Why or why not? Be specific in your critique.

 

Evaluation Sheet 2

  • This rubric helps you assess your essay considering five categories: content, organization, documentation style, grammar and vocabulary, and spelling/punctuation/capitalization/formatting.
  • In each category, you are given three levels of descriptors. The one on the top corresponds to a high-quality sort of essay, the one in the middle describes an acceptable essay, and the one at the bottom applies for a poor one.
  • Read each descriptor and check on the lines next to the descriptors that best represent the features of your work.
  • Once you finish checking, choose a mark within the range given for each level on the left column. Your rating should fall within the range given for the level where most of your check marks clustered.
Content
27-30 _____ clear thesis and controlling ideas
_____ main ideas clearly stated/well supported
_____ excellent details, examples
_____ content is relevant/appropriate
_____ main ideas well-documented
_____ effective use of published sources
20-26 _____ adequate thesis
_____ main ideas adequately/sufficiently stated/supported
_____ adequate/sufficient details, examples
_____ most content is relevant/appropriate
_____ main ideas adequately/sufficiently documented
_____ adequate/sufficient use of published sources
0-19 _____ weak/no thesis
_____ inadequate/insufficient main ideas/support
_____ inadequate/insufficient details, examples
_____ content not relevant/appropriate
_____ content does not fulfill assignment
_____ ideas not clearly documented
_____ inadequate/insufficient use of published sources

 

Organization
27-30 _____ excellent introduction, body, conclusion
_____ good sequence of ideas, support
_____ clear transitions
_____ clear topic sentences
_____ excellent coherence/paragraph unity
_____ title is informative/original
_____ good concluding/wrap-and-tie sentences
20-26 _____ acceptable introduction, body, and conclusion
_____ adequately/sufficiently sequenced ideas, support
_____ adequate/sufficient transitions
_____ adequate topic sentences
_____ adequate/sufficient coherence/paragraph unity
_____ acceptable title/matches content
_____ adequate/sufficient concluding/wrap-and-tie sentences
0-19 _____ weak/no introduction, body, conclusion
_____ inadequately/insufficiently sequenced ideas, support
_____ weak/no transitions
_____ weak/no topic sentences
_____ weak/no coherence/paragraph unity
_____ weak/no title
_____ weak/no concluding wrap-and-tie sentences

 

Documentation Style
8-10 _____ mastery of in-text documentation
_____ mastery of reference page formatting
_____ mastery of page formatting
4-7 _____ some errors in in-text documentation
_____ some errors in reference page formatting
_____ some errors in page formatting
0-3 _____ frequent errors in in-text citation
_____ frequent errors in reference page formatting
_____ many errors in page formatting

 

Sentence Structure/ Grammar/ Vocabulary
23-25 _____ near-native command of sentence structure
_____ effective use of complex sentences
_____ very few grammatical errors
_____ good use of function of words
_____ idiomatic control of vocabulary
16-22 _____ most sentences grammatically correct
_____ adequate/sufficient use of complex sentences
_____ some grammatical errors
_____ adequate/sufficient use of function words
_____ occasional errors or word/idiom usage
_____ meaning sometimes unclear
0-15 _____ problems with complex sentences
_____ overuse of simple sentences
_____ problems with basic sentence structure
_____ frequent grammatical errors
_____ poor use of function words
_____ frequent errors of word/idiom usage

 

Spelling/ punctuation/ capitalization/ format (s/p/c/f)
3-5 mastery of major S/P/C/F rules
minor errors in S/P/C/F rules
0-2 frequent (more than 3) S/P/C/F errors
some common errors in S/P/C/F
 

TOTAL:

 

License

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Evaluating Your Work by Alys Avalos-Rivera is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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