NAME OF PEER EVALUATOR: _________________________
NAME OF STUDENT WRITER: __________________________
GREEEN JACKET WRITING PEER EVALUATION FEEDBACK FORM
As you read through your classmate’s writing, mark any spelling or grammar errors that need to be fixed.
Read your classmate’s writing closely and answer the following questions honestly. For each question, if the
answer is YES, draw a checkmark. If the answer is NO (to any part of the question), write an X. *Follow the
directions for highlighting and marking your classmate’s draft.
Paragraph #1 Topic Sentence







Did the student include Emerson’s full name? _____
Did the student include the work’s genre? _____
Did the student include the work’s title? Is it properly punctuated? _____
Is the verb strong? (no “says,” “states”) _____
Highlight the part of the TS that addresses the overall idea/argument of Emerson’s excerpt in PINK. If the
writer has not done this yet, highlight nothing.
Is the TS free of direct quotes? (It should be!) _____
Is the sentence clear? (If it makes you think, “Huh?” then it’s not.) _____
Paragraph #1 Details and Elaboration #1 & 2

Look at the original Emerson excerpt and highlight all the words and phrases the student quoted in his or her
first paragraph in BLUE. (Highlight the words on the original quote.)
Did the student…








Use numerous details from throughout the excerpt? (as opposed to only highlighting one part of Emerson’s
argument.) _____
Use quote fragments rather than a whole, long quote? _____
WEAVE the quote fragments with elaboration rather than DUMP? _____
Does the sentence containing the quote make sense as a complete sentence? _____
Write in third-person (he/she/people/they) or first person plural (we) _____
Write in gender inclusive language? (Not using “man” or “he” to represent all people) _____
Address ideas in the first half of the excerpt before moving on to details from the second half? _____
Are the sentences clear? (If any of them make you think, “Huh?” then mark an X.) _____
Paragraph #1 Commentary 1 & 2





For each commentary, highlight the part that refers back to/touches on the idea in the Topic Sentence PINK.
Highlight Emerson’s name—which should be present in both commentaries—YELLOW.
Is there a shift, where the student is now bringing ideas, analysis, and interpretation to the table? (In other
words, does the student do more than simply reword or restate the details?) _____
Did the student notice something about Emerson’s figurative language, diction, or other choices? _____
Are the sentences clear? (If any of them make you think, “Huh?” then mark an X.) _____
Paragraph #2 - Real World Connection Topic Sentence
 If the student chose the movie/TV/book option, did he or she include ALL of the following: the word “movie”
or “film” or “television show” or “novel,” the movie/TV show title, properly capitalized and punctuated in
italics, and the character’s name? Mark NO if any of these are missing. _____
 If the student chose the personal experience option, did he or she briefly summarize a SPECIFIC experience
(rather than something general)? _____
 If the student chose the song option, did he or she include ALL of the following: the word “song,” the artist’s
name, the song’s title (properly capitalized and punctuated with quotation marks)? Mark NO if any of these
are missing. _____
 If the student chose the historical or current event option, did he or she briefly summarize the SPECIFIC
event, (rather than something general), including a year or specific date? _____
 In YELLOW, highlight Emerson’s name.
 In PINK, highlight the portion of the Topic Sentence that refers back to the Emerson idea/argument from
Paragraph 1’s Topic Sentence.
 Is the sentence clear? (If it makes you think, “Huh?” then mark an X.) _____
Paragraph #2 Details and Elaboration #1 & 2





Especially in DEC 1, did the student provide ample ELABORATION to provide the reader with setup and
context for the example before moving into the specific details that connect to Emerson’s ideas? _____
Are all the details relating to the Real World Example specific enough? Mark NO and write the letter “S” next
to any words or phrases that could be more specific. _____
If the student chose the song option, did he or she weave direct quotes from the song’s lyrics? _____
If the student chose the historical/current event option, does it look like he or she did some research,
including specific names and facts? _____
If the student chose the movie/TV show/book option, even if readers have never seen the movie or show or
read the book, would they clearly understand the example? _____
Paragraph #2 Commentary 1 & 2
 Highlight the connecting language (Like Emerson / Similar to Emerson / This reflects Emerson’s theory…) in
YELLOW.
 Highlight the callback to the direct quote details from the Emerson excerpt in GREEN.
 Highlight phrases that connect back to the ideas in the student’s Paragraph 1/2 Topic Sentences in PINK.
 Does the student clearly explain WHY/HOW the Real World Example reflects Emerson’s idea/argument?
(rather than simply repeating or rephrasing the detail) _____
 Do you buy/believe that the Real World Example reflects Emerson’s argument—it’s not a stretch? _____
 Are the sentences clear? (If any of them make you think, “Huh?” then mark an X.) _____