1 10 4 https://writingresources.lakeheadu.ca/files/original/25c65f97956b2d16c15e405c4d3b30ed.pdf 5a3cf62bcc80beb0659b92dcdb84aad5 PDF Text Text From PeerScholar http://absurdium.utsc.utoronto.ca/peerScholar/demo/index_demo.html Evaluation Phase (Phase 2) In this part of the assignment you will be marking 5 of your fellow students' writing assignments from Phase 1, and justifying those grades with appropriate comments. (Be nice! Constructive comments are helpful!). The success of PeerScholar rests on you marking each other fairly and, as a result, feeling like your answers were marked fairly. Please take this part of the assignment seriously and try your best to be a fair evaluator. Students should first read all 5 answers carefully. Once you have read the answers you will be required to give a score out of 10 for each answer according to the rubric presented below. Remember, you must complete the evaluation phase appropriately in order for your mark to count! Marking Rubric for the Critical Thinking Piece When evaluating please remember that you are evaluating how well the author has composed, supported and justified their argument. You do not necessarily have to agree with it, just judge how well the point was articulated and justified. Component 1: Content and Organization (marked out of 8) 7,8 Excellent • A novel position is taken, (rather than a summary of existing arguments in the article) • The position is clearly stated and coherently developed. • The position is precise and comprehensive and counter- arguments are anticipated and addressed effectively. • Compelling, logically sound arguments shows excellent, thorough understanding of topic • Well referenced examples are used as support. • References are from reliable sources • Strong command of focus, organization, & development. • Introduction draws reader in very effectively. • Discussion presents a sustained, logical progression of ideas. • A strong conclusion. 5-6 Average –Good • A competent and somewhat novel position on topic, perhaps not comprehensive. • The position is somewhat unclear and, although developed, not coherently • Some counter-arguments are anticipated, but not addressed effectively • Good understanding & some depth of thought • Most arguments are strongly supported. • Sources of some references may be questionable. • Good control of focus, organization, & development • Intro tries to draw reader in with some success • Discussion may not be sustained consistently �• Conclusion may not be completely satisfying 3,4 • • • • • • • • Some effort to be novel, but lacking in clarity and conciseness A partly successful position presented in general terms but inadequately developed. Few counter arguments are addressed, but not effectively Broad understanding, but inconsistent depth of thought Support of argument is rarely strong, sometimes inadequate Some control of focus, organization, & development Some reliance on formulaic devices in introduction, discussion, or conclusion May wander or shift topics abruptly at times 0,1,2 Poor • An unclear or illogical position, responding partially, or simply summarizing arguments in the articles. • Little or no effort to anticipate & address counter-arguments • Weak or limited understanding, minimal depth of thought • Argument shows faulty logic, or lacks evidence in support • Shows weak control of focus, organization, & development • Rambling, repetitious, or hard to follow in places • No effective conclusion Component 2: Language and Grammar (marked out of 2) 2 Excellent Consistently clear, accurate, and concise. Minor grammatical problems or spelling that do not interfere with the meaning of the work 1 – Good Less concise and clear, some grammatical problems and spelling mistakes that somewhat interfere with understanding. 0 - Poor Many grammatical and spelling mistakes that interfere with understanding Include comments in each appropriate box and your grade. Then add the grades together and enter the final grade out of 10 in the appropriate box. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Peer Review Assessment Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1Y2bb4GM01t4nHm-JmlHIZn5uN7xTVC8pozxWRvxsX_Y/edit?usp=sharing" title="Peer Scholar Peer Review Assessment" target="_blank" rel="noreferrer">Peer Scholar Peer Review Assessment</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Peer Scholar Peer Review Assessment Marking Rubric Peer Review Peer Scholar https://writingresources.lakeheadu.ca/files/original/ade26676ffe116c05e125a0f2f67ad23.pdf 85a1b7ce72fa25d8af879d5b383a2545 PDF Text Text FACULTY OF NATURAL RESOURCES MANAGEMENT TERM PAPER PEER REVIEW INSTRUCTIONS You will review each other’s first draft of your term paper. The goals of a peer review are to: 1) help each other to improve your writing skills; 2) strengthen your editing skills; and 3) develop a quality final term paper. On the due date for the first draft of the term paper, each student’s paper will be given to one other student to review. The peer reviewer is assessing the author’s term paper for 1) content, 2) organization, 3) grammar and style and 4) formatting. The peer reviewer will not assign a mark to the paper being reviewed. The peer reviewer will receive a mark out of 5%, based on completion of the attached Term Paper Peer Review Form. Your mark will be based on the quality of the peer review (suggestions for improvement in grammar and style, suggestions for improvement in content and analysis, etc.). The author will take into account the peer reviewer’s comments in revising the term paper. STEPS: 1. Read the whole paper at least once. Digest the whole before you begin your feedback. 2. Mark the paper itself, using the Term Paper Organization handout and checking formatting against the Faculty of Natural Resources Management Writing Manual and Style Guide (or your preferred style). 3. Using the attached form, write a summary of your peer review addressing: 1) content, 2) organization, 3) grammar and style and 4) formatting. At the top of the peer review include the course number, your name, the paper author’s name and term paper topic. When you have completed the review, make a copy. Attach one copy to the term paper for the author and leave the other loose for marking by the course Teaching Assistant. You will be assigned a mark out of 5% for this peer review. FURTHER READING: The McGraw-Hill Companies. 2001. Peer Review Guidelines. http://www.mhhe.com/mayfieldpub/maner/resources/peerreview.htm. Nov. 6, 2015. Peggy Smith October 2014 �FACULTY OF NATURAL RESOURCES MANAGEMENT TERM PAPER PEER REVIEW FORM (hand in two (2) copies) Course: Peer Reviewer’s Name: Paper Author’s Name: Term Paper Topic: PEER REVIEW (Use back of sheet if necessary.): 1. CONTENT 2. ORGANIZATION 3. GRAMMAR & STYLE 4. FORMATTING � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Peer Review Assessment Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1P6bDsPhcSUBYobK6NbblTOr-qZUIcM_w662tqEGkJqE/edit?usp=sharing" title="NRMT Peer Review Term Paper Instructions" target="_blank" rel="noreferrer">NRMT Term Paper Peer Review Instructions</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NRMT Term Paper Review Instructions Subject The topic of the resource NRMT NRMT Peer Review Term Paper https://writingresources.lakeheadu.ca/files/original/1ded0dc8fef7ebdfa71f4aed158b1671.pdf c8e69b94ab3bd674316418f10143c056 PDF Text Text Feedback on Vocabulary, Grammar, and Conventions Name: Click here to enter text. Course Code and Cohort: Click here to enter text. Assignment Name: Click here to enter text. Vocabulary / Word Choice ☐ Some words are used incorrectly Examples: Click here to enter text. ☐ Uses teaching terms incorrectly Examples: Click here to enter text. ☐ While/Although ☐ There/their/they’re ☐ Lets/let’s ☐ As/because/since ☐ To/too/two ☐ Constantly/always vs consistently ☐ Either/or; neither/nor ☐ Your/you’re ☐ Based off vs based on/ upon ☐ That/which ☐ Its/it’s ☐ Incorrect past-tense construction: (spelt/learnt/dreamt) ☐ Incorrect plural or possessive construction: (s/’s/s’) Sentence Structure Awkward clause order or awkward sentences Run-on sentences Incomplete sentences Sentences or clauses that end with prepositions Inconsistent or improper tense use/agreement (past/present/future) Pronoun agreement errors (including he/she vs their or they) Singular-plural agreement errors Inconsistent use of singular-plural or non-agreement Inconsistent use of first, second, or third perspective, or perspective is sometimes confusing, or use of vague, universal pronouns (the societal We, for example) ☐ Non-parallel clausal structure ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ Punctuation and Conventions Errors in spelling Examples: Click here to enter text. Capitalization errors End punctuation errors Incorrect or inconsistent use of commas – comma splices or doesn’t use the Oxford comma for lists ☐ Incorrect use of semicolons or colons ☐ Incorrect use of quotation marks or errors in quotation mark use ☐ ☐ ☐ ☐ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Peer Review Assessment Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/13kpZfwJ2vzIEOka7Nh2bECC402aOX8y5FfZ0E4nI4KQ/edit?usp=sharing" title="Education Feedback on Vocabulary" target="_blank" rel="noreferrer">Education Feedback on Vocabulary</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Feedback on Vocabulary, Grammar, and Conventions Subject The topic of the resource EDUC EDUC Feedback Grammar Peer Review Vocabulary https://writingresources.lakeheadu.ca/files/original/2e7ade030e845a5be7f69e2448ac368c.pdf f83d8157e5bfacf15e488040ba927d50 PDF Text Text Vocabulary, Grammar, and Conventions Checklist for Proofreading Vocabulary / Word Choice Have I checked that: ☐ I used teaching-specific vocabulary when possible? ☐ I used precise and accurate wording whenever possible? (i.e., “things” or “stuff” or “a lot”) ☐ I used the following words correctly? ☐ While/Although * ☐ There/their/they’re * ☐ Lets/let’s * ☐ As/because/since * ☐ To/too/two * ☐ Constantly/always vs consistently * ☐ Either/or; neither/nor * ☐ Your/you’re * ☐ Based off / based on/upon * ☐ That/which * ☐ Its/it’s * ☐ I used the “ed” past tense marker rather than “t”? (spelt/learnt/dreamt) * ☐ I used plural and possessive markers correctly every time? (s/’s/s’) * * Use find/replace function to check each of these! Sentence Structure Have I checked that: ☐ My sentences all make sense and are not awkward? ☐ My sentences are complete with neither fragments nor run-on sentences? ☐ My sentences do not end with prepositions (to/from/etc.)? ☐ My clauses agree in each sentence? ☐ Everything is in the same tense (past/present/future or, different tenses make sense) ☐ My pronoun use matches (including he/she vs their or they) ☐ Everything is singular or plural and matches throughout the sentence or paragraph ☐ I have consistently used either first, second, or third person perspective. I have avoided using vague generalized pronouns without explaining to whom those pronouns refer. ☐ In longer sentences where clauses are separated by commas (or semicolons), every clause in the list has the same structure. Punctuation and Conventions Have I checked that: ☐ Everything is spelled correctly? ☐ All sentences and proper nouns are capitalized? ☐ My end punctuation is correct and especially where it interacts with parentheses or quotation marks? ☐ I have used commas, semicolons, and colons correctly? Comma use does not result in strange clauses? I have not forgotten the commas for items in a list (including before the conjunction)? ☐ All quotation marks have both beginning and ending marks present. All direct quotes are contained within quotation marks or indented as block quotes if they exceed 42 words. ☐ My in-text citations are correct? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Peer Review Assessment Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1EvVUz36HPxboyP75gmbj2spaNhdte-PHKU4-aLglCMw/edit?usp=sharing" title="Education Proofreading Checklist" target="_blank" rel="noreferrer">Education Proofreading Checklist</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Proofreading Checklist Subject The topic of the resource EDUC EDUC Peer Review Proofreading