Revising and Peer Editing

When you have finished writing your paper and are ready to begin the revising/editing process, the following guidelines may help you locate problem areas and guide your efforts to improve your work and help your peers. I always look at global revisions first (content, format, organization) and then sentence-level errors. 

In peer editing, my rule is to attempt to give each peer you critique two compliments and two suggestions. Here is an example of an excellent peer review:

Hey John:

Your content, organization, and formatting are spot on! However, I do see some issues with commas, in particular, comma splices. I think I see a comma splice in paragraph two. I learned in my last paper by studying Professor V's Grammar page, linked in the course menu, that two independent clauses can never be separated by a comma, so in your second paragraph, the comma splice in the middle of the sentence,

Kate Chopin was a pioneer of the women's movement, she revealed the plight of early 20th century women in her short fiction.

could be corrected with a semi-colon, which can be used to separate independent clauses:

Kate Chopin was a pioneer of the women's movement; she revealed the plight of early 20th century women in her short fiction.

I hope that helps!

Sincerely, 

Joan

Global Revisions

Before editing the specific details of an essay, one must edit the content, organization, and format, or make global revisions. Ask the following questions:

• Does the writer have an appropriate audience in mind?

• Were the directions followed with a basic understanding of the terminology and skills needed to be successful?

• If required, is the thesis sentence, focus, (or central idea for 1302 papers) clearly stated or implied in the introduction?

  • • Does the thesis capture the focus or main idea of the paper? Is the thesis supported in the body of the paper?

• Is there an introduction, body, and conclusion? Is the conclusion a first-person reflection? (Please note that creative or reflective pieces do not require a traditional essay format.)

  • • Does the introduction capture the reader's attention, provide any necessary background information or definitions, and gradually lead up to the main idea of the paper?

    • If required, is each main point represented by a topic sentence (stated or implied) at the beginning of each body paragraph?

    • Do the topic sentences connect to the thesis?

• Are the main points of the essay fully developed? Are there places in the paper where more details, examples, quotes, or specifics are needed?

• Does the paper progress in an organized, logical way?

• Are transitions used effectively to connect sentences and paragraphs?

• Does the paper as a whole flow? Does it seem complete?

• When required, does the writer utilize proper MLA format? 

  • • Does the paper include a proper heading and title? 

    • Is the paper numbered with the last name and the page numbers in the top right hand corner of each page? 

    • Does the formatting include a one-inch margin on all sides of each page?

    • Is the paper double-spaced throughout and indented one-half inch before each new paragraph?

    • Are the in-text citations and works cited page formatted and punctuated correctly?

    • If required, is the block quote included and properly formatted (double spaced, indented one half inch on the left, no quotation marks unless the person quoted is using them, etc.)?

    • When used, are all sources credible? Are the facts accurate? Is the research accurate, unbiased, and complete?

    • Are quotes properly introduced and integrated in the paper?

• How can this paper be improved?

Sentence-Level Revisions

After the content, organization, and format of your paper has been revised, the writer can begin to edit the specific details. When making specific revisions, ask the following questions:

• Has the author avoided speaking from the second-person point of view? Has the writer used the first-person (if allowed) or third-person point of view consistently throughout the paper?

• Are the word choices clear, effective, and concise? Has the writer avoided empty words like "things" and "very" and "good" and "bad" and "hard"? 

• Has the writer varied sentence structure, rhythm, and length?

  • • Has the writer corrected all comma splices, fragments, or fused (run-on) sentences?

    • Do the sentences agree in subject and verb? By pronoun and antecedent?

    • Has the writer avoided awkward sentence constructions and verb tense shifts?

    • Are commas, semicolons, dashes, apostrophes, etc., effectively used?

    • Has the writer avoided the overuse of pronouns and vague words such as "this" and "these"? 

    • Has the writer avoided repetition and wordiness? 

    • Is the passive voice avoided?

    • Are all the words spelled correctly?

    • Is the present tense used when discussing the action in a story (for 1302 and lit students)?

• Print out the paper and read it out loud. Underline anything that sounds unusual or awkward. Go back and look at each of the sentences underlined and consider rewording them to make them more clear and effective.