Peer Review Checklist Adapted from Michalos (n.d.

)
Author of the writing sample: ___Beth Barrette______________________
Peer providing review: _______Karina Lopez____________________________
1. Read through the writing sample to get a sense of your classmates
style, purpose, main idea, and supporting points. What is your first
reaction to the writing sample?
Saddened; It is a very sobering fact that bullies are sometimes not our
kids peers but their teachers as well.

2. Read the essay again, this time for strengths and weaknesses. List
three of each.
Strengths: Teacher bullying is a topic that most educators do not
speak of. We are all too often concerned with state mandated testing
and poor parental involvement; we hardly ever look at one of our own
and consider that we could be the bully. We study the effects of
children to children bullying but the long term effects of teacher
bullying is something that definitely needs to be researched more.
Beth did an excellent job providing the most up to date data about
teacher bullying. She did a beautiful job weaving in data and personal
experiences.

3. Note the title. Does it capture your attention? It is descriptive? Or

routine?
YES!!!

4. Review the introduction. Does it

a. Capture your attention?yes
b. Motivate you to continue reading?yes
c. Indicate the writers purpose? yes

5. Locate the thesis (main idea) of the writing sample and indicate it here.
6. This oft-dismissed concern needs concerted, increased focus and resolution; shaming,
humiliation and other forms of emotional abuse resulting from teacher-to-student
bullying harms all involved, often for a lifetime.

a. Is the thesis clear? yes

b. If not, how can it be clarified?
7. What are the main points that support the thesis? Summarize them
here.
Beth did a wonderful job supporting her thesis throughout the paper.
However, the quote from Dr. Ann Monroe supported her thesis to a T.
The quote summed up the lasting effects of teacher bullying on a
student.
a. Are the main points organized in the most logical order? yes
b. If rearrangement is necessary, make suggestions.

8. Note the development of each main point.

a. Is there enough development? yes
b. What kinds of evidence is provided (e.g., examples, expert
testimony, statistics)? all
c. Is the evidence unified? yes

9. Note the conclusion.

a. Does it provide a sense of completion? yes
b. Is it thoughtful rather than perfunctory and routine? yes
c. Does it end with a thought-provoking idea or strong
recommendation? yes

10. Examine sentences.

a. Are sentences carefully constructed (no fragments, run-ons, etc.)?
yes
b. Is there a variety of sentence patterns to avoid monotony? yes
c. Does the writer avoid grammatical and mechanical mistakes? yes

11. Use your critical thinking skills.

a. Is there unsupported opinion? no
b. Do you detect bias or sexist language? no
c. Does the writer diverge from the purpose of the writing sample? no