Revising Body Paragraphs for Evidence Points and Counter-arguments
Peer Reviewer’s Name: ______________________
Essay Writer’s Name: ______________________
Directions:
Listen as your classmate reads his/her body paragraphs. For each body paragraph,
complete one of the boxes below. Whenever you hear the counter-argument the writer
has identified, skip down to the counter-argument box and complete it.
Body Paragraph #1
Copy the topic sentence:
How clear is the main idea of this topic sentence? (Circle one.)
VERY CLEAR
CLEAR
A LITTLE UNCLEAR
Ask a question that would help the writer make the main idea more clear.
What words did the writer use to link this paragraph back to his/her thesis statement?
Briefly list in bullet points the different reasons and examples the writer uses to support
the main idea in this paragraph. How relevant and convincing is each point or example?
On the right, rate how well this detail fits with the main idea of this paragraph. (Circle)



+  +  +  -
Ask a question that will help the writer to find more relevant or more convincing reasons
or examples.
Body Paragraph #2
Copy the topic sentence:
How clear is the main idea of this topic sentence? (Circle one.)
VERY CLEAR
CLEAR
A LITTLE UNCLEAR
Ask a question that would help the writer make the main idea more clear.
What words did the writer use to link this paragraph back to his/her thesis statement?
Briefly list in bullet points the different reasons and examples the writer uses to support
the main idea in this paragraph. How relevant and convincing is each point or example?
On the right, rate how well this detail fits with the main idea of this paragraph. (Circle)



+  +  +  -
Ask a question that will help the writer to find more relevant or more convincing reasons
or examples.
Body Paragraph #3
Copy the topic sentence:
How clear is the main idea of this topic sentence? (Circle one.)
VERY CLEAR
CLEAR
A LITTLE UNCLEAR
Ask a question that would help the writer make the main idea more clear.
What words did the writer use to link this paragraph back to his/her thesis statement?
Briefly list in bullet points the different reasons and examples the writer uses to support
the main idea in this paragraph. How relevant and convincing is each point or example?
On the right, rate how well this detail fits with the main idea of this paragraph. (Circle)



+  +  +  -
Ask a question that will help the writer to find more relevant or more convincing reasons
or examples.
Counter-argument #1
What is the counter-argument that the author identifies and acknowledges?
What does the author say to persuade you not to believe the counter-argument, but
instead to believe his/her thesis statement and evidence?
Counter-argument #2 (if there is a second one)
What is the counter-argument that the author identifies and acknowledges?
What does the author say to persuade you not to believe the counter-argument, but
instead to believe his/her thesis statement and evidence?
Give the writer a score for “supporting the main ideas.” Circle the appropriate boxes.
6
5
4
3
2
- main ideas
stand out
- main ideas
stand out
- main ideas are
clear
- main ideas are
easily
identifiable
- main idea is
somewhat
unclear
- skillful and
thorough use of
support
- forceful
rebuttal to
counter
arguments
- well-developed
support
- convincing, and
accurate support
- inaccurate or
minimal support
- skillful rebuttal
to counter
arguments
- effective
rebuttal to
counterarguments
- limited support,
overly general,
maybe off-topic
- partial rebuttal
to a counterargument
- underdeveloped
rebuttal to
counterargument
1
- ideas are
extremely
limited or simply
unclear
- lack of support
- no counterargument
addressed
Revising the Introductory Paragraph
Peer Reviewer’s Name: ______________________
Essay Writer’s Name: ______________________
1. Listen as your classmate reads the first paragraph of his/her essay. Fill in as much of
the following information as you can about the topic, just from the introductory
paragraph.
Who? __________________________________________________________________
What?_________________________________________________________________
When?__________________________________________________________________
Where?_________________________________________________________________
Why? __________________________________________________________________
How? __________________________________________________________________
2. Are there any words that may be unfamiliar to the intended audience? YES / NO
If so, list them.
3. Did the writer give a definition or explanation of these terms?
YES / SOMEWHAT / NO
If “no” or “somewhat”, ask the writer to define the terms and write what he/she says here.
4. Did the writer use a “hook” to grab your attention? YES / SOMEWHAT / NO
Did the “hook” work to make you interested in this topic? YES / SOMEWHAT / NO
If “yes,” how? What did he/she write that makes you want to keep reading?
If “no” or “somewhat,” how could he/she make you more interested?
5. What additional background information on this topic do you think the audience
should know before reading the rest of the essay?
6. Is there a clear thesis statement?
YES / SOMEWHAT / NO
If yes, copy the thesis here:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
If no or somewhat, ask the writer to explain his/her thesis statement and write it here:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. Give the writer a score for his/her introduction. Circle the appropriate boxes.
6
The provided
context and
background
information is
provided and
intrigues the
reader.
The thesis
statement is
compelling.
5
The provided
context and
background
information is
provided and
engages the
reader.
The thesis
statement is
well
developed.
2
1
The context
and
background
information is
established.
4
The context
and
background
information is
only partially
established.
3
The context or
background
information is
underdeveloped.
The context or
background
information is
inaccurate or
missing.
The thesis
statement is
clear and
supportable.
The thesis
statement is
vague and/or
partially
supportable.
The thesis
statement is
confusing or
underdeveloped.
There is no
thesis
statement.