Download Peer proofreading form

ENC 1102 Peer PROOFREADING Guide (Analytical or Persuasive Essay)
Author and Title of Paper Reviewed: ____________________________________________________
Reviewer’s Name: ____________________________________________________________________
Your essay must be proofread by at least two students from our class. Staple one form to each
printout, and classmates mark it AND THE ESSAY. Mark ALL grammar, spelling, capitalization, punctuation,
and formatting errors on the essay and suggest ways to fix them. At the end of class, return the essays to
their authors. Submit your marked-up drafts (with forms attached) on the day the final version is due.
COMMON CORRECTION SYMBOLS
abbr
adj
adv
appr
arg or log
awk
CAP or
cit
comb
crit
CS
dev
dic
frag
abbreviation problem
adjective problem
adverb problem
inappropriate language
faulty argument (logic)
awkward construction
capitalize
citation error
combine sentences
think or read more critically
comma splice
needs further development
ineffective diction (word
choice)
sentence fragment
hyph or =
ital or ___
lc or /
pass
pron agr
rep
RO
sp
spec
stet
subord
SV agr
thesis
trans
unity
hyphen error
italicize
use lowercase letter
ineffective passive voice
error in pronoun agreement
repetitive
run-on (fused) sentence
misspelled word
be more specific
leave as written (editor’s error)
subordination error
error in subject-verb agreement
thesis unclear or not stated
transition needed
lacks unity
vt
//
??
#
¹/M

‫ސ‬
teh
¶ or ∟
no ¶ or 
 

^
vb error in verb form
error in verb tense
faulty parallelism
illegible or meaning unclear
add space
em dash (long dash: — )
combine words, no space
delete
transpose letters or words
new paragraph needed
no new paragraph needed
center
flush left
insert whatever is above this
1. Does the opening paragraph end with a ONE-SENTENCE THESIS STATEMENT that makes the main point?
 Yes—UNDERLINE IT  No—SUGGEST ONE
2. Does each body paragraph have a PRIMARY-SOURCE QUOTE worked smoothly and grammatically into a
sentence written by the student, not standing alone?  Yes  No If not, suggest a smoother wording with the quote.
3. Is there at least one SECONDARY SOURCE CITED (quote, summary, or paraphrase)?  Yes  No  Not MLA
4. Does each quote/summary/paraphrase have a PARENTHETICAL CITATION in MLA format?  Yes  No  Not MLA
ENC 1102 Peer PROOFREADING Guide (Analytical or Persuasive Essay)
Author and Title of Paper Reviewed: ____________________________________________________
Reviewer’s Name: ____________________________________________________________________
Your essay must be proofread by at least two students from our class. Staple one form to each
printout, and classmates mark it AND THE ESSAY. Mark ALL grammar, spelling, capitalization, punctuation,
and formatting errors on the essay and suggest ways to fix them. At the end of class, return the essays to
their authors. Submit your marked-up drafts (with forms attached) on the day the final version is due.
COMMON CORRECTION SYMBOLS
abbr
adj
adv
appr
arg or log
awk
CAP or
cit
comb
crit
CS
dev
dic
frag
abbreviation problem
adjective problem
adverb problem
inappropriate language
faulty argument (logic)
awkward construction
capitalize
citation error
combine sentences
think or read more critically
comma splice
needs further development
ineffective diction (word
choice)
sentence fragment
hyph or =
ital or ___
lc or /
pass
pron agr
rep
RO
sp
spec
stet
subord
SV agr
thesis
trans
unity
hyphen error
italicize
use lowercase letter
ineffective passive voice
error in pronoun agreement
repetitive
run-on (fused) sentence
misspelled word
be more specific
leave as written (editor’s error)
subordination error
error in subject-verb agreement
thesis unclear or not stated
transition needed
lacks unity
vt
//
??
#
¹/M

‫ސ‬
teh
¶ or ∟
no ¶ or 
 

^
vb error in verb form
error in verb tense
faulty parallelism
illegible or meaning unclear
add space
em dash (long dash: — )
combine words, no space
delete
transpose letters or words
new paragraph needed
no new paragraph needed
center
flush left
insert whatever is above this
1. Does the opening paragraph end with a ONE-SENTENCE THESIS STATEMENT that makes the main point?
 Yes—UNDERLINE IT  No—SUGGEST ONE
2. Does each body paragraph have a PRIMARY-SOURCE QUOTE worked smoothly and grammatically into a
sentence written by the student, not standing alone?  Yes  No If not, suggest a smoother wording with the quote.
3. Is there at least one SECONDARY SOURCE CITED (quote, summary, or paraphrase)?  Yes  No  Not MLA
4. Does each quote/summary/paraphrase have a PARENTHETICAL CITATION in MLA format?  Yes  No  Not MLA
5. Does the essay include a properly formatted WORKS CITED PAGE?  Yes  No  Not proper MLA format
6. Does the essay AVOID FIRST-PERSON (I, me, my, mine, myself, we, us, our, ours, ourselves) or SECOND-PERSON
pronouns (you, your, yours, yourself)?  Yes (Circle them and try replacing with the word “readers” or “people.”)  No
7. Does the essay use VARIETY in the construction of its sentences (some using coordination, some using
subordination, and some with only one clause)?  Yes  No If not, mark some suggestions on the essay.
8. Is the essay consistently written in PRESENT TENSE except where past tense is necessary because it refers to
something in the author’s life, an event in history, or an event before the plot begins?  Yes  No
9. SUBJECT-VERB AGREEMENT: If the subject ends in “s” (plural), the verb should not.
10. PRONOUN AGREEMENT: Every pronoun must agree with its antecedent in number and gender. Keep in mind
that the -one/-body/-thing indefinite pronouns (e.g., “someone,” “everybody,” “anything”) are always singular, and
collective nouns (e.g., “team,” “committee,” “jury,” “union”) are always singular.
11. RELATIVE PRONOUN ERRORS: “Who,” “whom,” and other “who” forms refer to humans; “that” and “which”
refer to non-humans. A “which” clause is always set off with commas; a “that” clause is not. “Who” is used if the next
word is a verb; “whom” is used if the next word is a noun or pronoun.
12. RUN-ONS and COMMA SPLICES: If a sentence has two independent clauses (S + V + complete thought), they
can be joined in one of these ways:
a. With a comma and a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so)
b. With just a semicolon
c. With a semicolon, a transitional expression (e.g., however, furthermore, in addition), and a comma
d. With a subordinating conjunction (dependent word) —comma after the dependent clause if the dependent
clause comes before an independent clause
e. With a relative pronoun (who, whom, that, which) and possibly a comma or two (with “which” and sometimes
with “who” or “whom” but never with “that”)
If it is two independent clauses joined with just a comma, it is a comma splice (CS). If it has no punctuation between the
clauses, it is a fused sentence (i.e., a run-on: RO).
13. FRAGMENTS: If a sentence is missing a S, V, or complete thought or it is only one dependent clause, it’s a fragment.
5. Does the essay include a properly formatted WORKS CITED PAGE?  Yes  No  Not proper MLA format
6. Does the essay AVOID FIRST-PERSON (I, me, my, mine, myself, we, us, our, ours, ourselves) or SECOND-PERSON
pronouns (you, your, yours, yourself)?  Yes (Circle them and try replacing with the word “readers” or “people.”)  No
7. Does the essay use VARIETY in the construction of its sentences (some using coordination, some using
subordination, and some with only one clause)?  Yes  No If not, mark some suggestions on the essay.
8. Is the essay consistently written in PRESENT TENSE except where past tense is necessary because it refers to
something in the author’s life, an event in history, or an event before the plot begins?  Yes  No
9. SUBJECT-VERB AGREEMENT: If the subject ends in “s” (plural), the verb should not.
10. PRONOUN AGREEMENT: Every pronoun must agree with its antecedent in number and gender. Keep in mind
that the -one/-body/-thing indefinite pronouns (e.g., “someone,” “everybody,” “anything”) are always singular, and
collective nouns (e.g., “team,” “committee,” “jury,” “union”) are always singular.
11. RELATIVE PRONOUN ERRORS: “Who,” “whom,” and other “who” forms refer to humans; “that” and “which”
refer to non-humans. A “which” clause is always set off with commas; a “that” clause is not. “Who” is used if the next
word is a verb; “whom” is used if the next word is a noun or pronoun.
12. RUN-ONS and COMMA SPLICES: If a sentence has two independent clauses (S + V + complete thought), they
can be joined in one of these ways:
a. With a comma and a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so)
b. With just a semicolon
c. With a semicolon, a transitional expression (e.g., however, furthermore, in addition), and a comma
d. With a subordinating conjunction (dependent word) —comma after the dependent clause if the dependent
clause comes before an independent clause
e. With a relative pronoun (who, whom, that, which) and possibly a comma or two (with “which” and sometimes
with “who” or “whom” but never with “that”)
If it is two independent clauses joined with just a comma, it is a comma splice (CS). If it has no punctuation between the
clauses, it is a fused sentence (i.e., a run-on: RO).
13. FRAGMENTS: If a sentence is missing a S, V, or complete thought or it is only one dependent clause, it’s a fragment.