Engaging in peer review sessions using the CARES Peer Review Feedback Form is an invaluable step toward honing the skill of producing logical, readable drafts. This process proves beneficial for both the writer, who gains insight into the effectiveness of their communication with diverse readerships, and the reviewer, who enhances critical writing and reading abilities. The guiding philosophy of the form is centered around constructive criticism, urging participants to focus first on Higher Order Concerns like thesis, audience, purpose, and organization before delving into Lower Order Concerns such as grammar and punctuation. It emphasizes the importance of providing feedback that transcends the unhelpful "It looks good to me" to include specific, actionable advice. The form facilitates a structured dialogue between the writer and reviewer, detailing aspects done well, pinpointing confusing parts along with clarifying questions, soliciting additional information to support the thesis, evaluating the relevance of details to the essay's argument, and summarizing new insights gained. This structured approach not only aids in the revision of current drafts but also instills a robust framework for critical analysis and feedback that writers and reviewers can carry forward into future projects.
| Question | Answer |
|---|---|
| Form Name | Peer Review Feedback Form |
| Form Length | 2 pages |
| Fillable? | No |
| Fillable fields | 0 |
| Avg. time to fill out | 30 sec |
| Other names | feedback review forms, cares feedback form, cares peer review feedback form, cares peer review |
C A R E S Peer Review Feedback Form
Perhaps the most helpful tool in developing logical, readable drafts is a peer review session. Peer Review is effective for both the writer and the reviewer. Depending on the writing assignment, adult readers will review class content, as well as strengthen vital writing and close reading skills. Writers will recognize that good writing communicates effectively with diverse readers.
To remember while viewing:
Note: The least helpful comment to receive from a peer reviewer is "It looks good to me."
∙First attend to Higher Order Concerns: thesis, audience, purpose, organization, development (support)
∙Then attend to Lower Order Concerns: sentence structure, punctuation, word choice, spelling
∙Make comments in spirit of helpfulness. Take comments in spirit of helpfulness.
Writer: _________________________________ |
Reviewer: _________________________________ |
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What does the writer do well in this assignment? (List one or more aspects.) Also, please write the writer's main |
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claim or focus (thesis) according to what you have read. (It may not be the last sentence of the first paragraph - |
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Congratulate |
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the traditional place for the thesis.) |
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What part(s) of the essay were a bit confusing? Why? |
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Ask |
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clarifying |
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questions |
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What specific suggestions (3 or fewer) do you have for revising the unclear parts of this writing? * |
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What would you like to know more about the topic that can enhance the essay and that supports the thesis? |
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Request |
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more |
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What specific detail(s) do not work with the essay (e.g. doesn’t support the thesis) or can be moved within the |
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essay? |
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Evaluate |
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its value |
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Overall, what new information have you learned or how are you thinking differently after this reading |
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Summarize |
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C A R E S Peer Review Feedback Form
Page 2
* You may use the list below for ideas.
(Please identify the paragraph for your suggestion)
∙Thesis needs to better identify the main point of the essay
∙Topic sentence(s) needs to identify the main point of this paragraph
∙Paragraph(s) needs one overall idea (needs more specific evidence, needs more writer's commentary)
∙Words: repeating words, repeating ideas, repeating sentence structure
∙Using vague language, using slang, transition words needed
∙Proofreading: punctuation, spelling, grammar
∙Sources (if used) need to be clearly identified
∙Proper intext / reference format needed