AP English Language and Composition
Peer Editing Instructions – Argument Essay
1. Read the scoring guide as thoughtfully as you would want your reviewer to read it.
2. Read the introduction - does it identify the argument postulated in the prompt? Make a note if
it does not.
3. In the introduction, highlight what you perceive to be the thesis statement. If you don’t see
one, don’t highlight anything.
4. Does the introduction/thesis support, refute, or qualify the argument? Indicate if it does not.
5. What questions or comments do you have on this paragraph? Write these in the left margin.
6. What could the student do to make the introduction more effective or interesting? Note this in
the right margin.
7. Read the whole paper through once. Circle and note one part you found particularly
insightful.
8. Look again at the 2nd paragraph (the 1st body paragraph) and answer the following:
a. Does the first sentence indicate a focus for the entire paragraph? If yes, underline the
focus. If no, suggest a way the author might correct this oversight.
b. Highlight the concrete detail (specific evidence) that you find in this paragraph.
c. Using a second color, highlight the commentary or analysis provided by the student to
develop the paragraph.
d. Provide a key to the colors used at the top of the paper.
e. Is there a balance between concrete detail and commentary? Elaborate in the left
margin.
f. Was the paragraph highly convincing? adequately persuasive? somewhat superficial?
very limited? Note this on the last line of the paragraph.
g. Write down any questions or comments in the right margin.
9. Look at the remaining body paragraphs, and complete the analysis from #9 for at least one
additional paragraph.
10. Reread the conclusion, which may be a separate paragraph or the concluding comments at the
end of the last body paragraph. Answer the following:
a. In the left margin: Does this section give a finished feel to the essay as a whole? Why
or why not?
b. In the right margin: What could the student writer do to make this section more
effective?
Answer 11-15 at the bottom of the essay, or on a separate sheet of paper (staple to essay).
11. Are the author’s tone and diction appropriate for the task? What improvements could s/he
make?
12. Read the essay one more time, circling exemplary diction in red.
13. Look for redundancy. In red, write an R in the margin next to any lines that needlessly repeat
points already made.
14. Rank the essay from 0-9 according to the generic rubric.
15. Quote the rubric to provide justification for the score.