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Peer Review Sheet For Informative Essay Conclusion

Traditional Academic Essays In Three Parts

Part I: The Introduction

An introduction is usually the first paragraph of your academic essay. If you’re writing a long essay, you might need 2 or 3 paragraphs to introduce your topic to your reader. A good introduction does 2 things:

  1. Gets the reader’s attention. You can get a reader’s attention by telling a story, providing a statistic, pointing out something strange or interesting, providing and discussing an interesting quote, etc. Be interesting and find some original angle via which to engage others in your topic.
  2. Provides a specific and debatable thesis statement. The thesis statement is usually just one sentence long, but it might be longer—even a whole paragraph—if the essay you’re writing is long. A good thesis statement makes a debatable point, meaning a point someone might disagree with and argue against. It also serves as a roadmap for what you argue in your paper.

Part II: The Body Paragraphs

Body paragraphs help you prove your thesis and move you along a compelling trajectory from your introduction to your conclusion. If your thesis is a simple one, you might not need a lot of body paragraphs to prove it. If it’s more complicated, you’ll need more body paragraphs. An easy way to remember the parts of a body paragraph is to think of them as the MEAT of your essay:

Main Idea. The part of a topic sentence that states the main idea of the body paragraph. All of the sentences in the paragraph connect to it. Keep in mind that main ideas are…

  • like labels. They appear in the first sentence of the paragraph and tell your reader what’s inside the paragraph.
  • arguable. They’re not statements of fact; they’re debatable points that you prove with evidence.
  • focused. Make a specific point in each paragraph and then prove that point.

Evidence.The parts of a paragraph that prove the main idea. You might include different types of evidence in different sentences. Keep in mind that different disciplines have different ideas about what counts as evidence and they adhere to different citation styles. Examples of evidence include…

  • quotations and/or paraphrases from sources.
  • facts, e.g. statistics or findings from studies you’ve conducted.
  • narratives and/or descriptions, e.g. of your own experiences.

Analysis.The parts of a paragraph that explain the evidence. Make sure you tie the evidence you provide back to the paragraph’s main idea. In other words, discuss the evidence.

Transition.The part of a paragraph that helps you move fluidly from the last paragraph. Transitions appear in topic sentences along with main ideas, and they look both backward and forward in order to help you connect your ideas for your reader. Don’t end paragraphs with transitions; start with them.

Keep in mind that MEAT does not occur in that order. The “Transition” and the “Main Idea” often combine to form the first sentence—the topic sentence—and then paragraphs contain multiple sentences of evidence and analysis. For example, a paragraph might look like this: TM. E. E. A. E. E. A. A.

Part III: The Conclusion

A conclusion is the last paragraph of your essay, or, if you’re writing a really long essay, you might need 2 or 3 paragraphs to conclude. A conclusion typically does one of two things—or, of course, it can do both:

  1. Summarizes the argument. Some instructors expect you not to say anything new in your conclusion. They just want you to restate your main points. Especially if you’ve made a long and complicated argument, it’s useful to restate your main points for your reader by the time you’ve gotten to your conclusion. If you opt to do so, keep in mind that you should use different language than you used in your introduction and your body paragraphs. The introduction and conclusion shouldn’t be the same.
  2. Explains the significance of the argument. Some instructors want you to avoid restating your main points; they instead want you to explain your argument’s significance. In other words, they want you to answer the “so what” question by giving your reader a clearer sense of why your argument matters.
    • For example, your argument might be significant to studies of a certain time period.
    • Alternately, it might be significant to a certain geographical region.
    • Alternately still, it might influence how your readers think about the future. You might even opt to speculate about the future and/or call your readers to action in your conclusion.

Handout by Dr. Liliana Naydan. Do not reproduce without permission.

Many students tell us that they don't know what to check for once they have finished their essay. They usually know to check for grammar, punctuation, and spelling, but other details are often seen as less important because of the high emphasis placed on these problems in their early education.

Writing experts generally agree, however, that while details such as grammar and punctuation are important, they are far less important than solid organization,  fresh writing, and creative content.

The following guidelines are designed to give students a  checklist to use, whether they are revising individually or as part of a peer review team.

Organization

  • Is there a clear introduction, body, and conclusion?
  • Does the introduction provide sufficient background for the reader? Are the "who," "where," "why," "what," and "how" questions addressed?
  • Is there a thesis sentence? Is the purpose of the essay clear?
  • Does the essay move from general to specific?
  • Are there sufficient transitions between related ideas?
  • Is the overall organization murky or clean? In other words, does the writer avoid introducing new material in the conclusion or switching subjects in the middle of a paragraph in the body?
  • Does every paragraph address the subject matter of the thesis in some way?

Content and Style

  • Does the essay show that the writer has a knowledge of the audience?
  • Is the length appropriate and adequate?
  • Has the writer used sufficient examples and detail to make his or her points clearly?
  • Has the assignment been addressed?
  • Is the tone of the essay appropriate?
  • Has the writer avoided insulting the reader?
  • Is the tone of the essay professional and appropriate?
  • Is the language convincing, clear, and concise?
  • Has the writer used fresh language and a creative approach?

Research and Sources

  • Are all sources credible?
  • Is the research accurate, unbiased, and complete?
  • Has the writer fully interpreted the findings?
  • Has the writer commented on each source used?
  • Is the analysis based on hard evidence?
  • Is the analysis free of faulty reasoning?
  • Is the documentation in the Works Cited page and body of the essay correct?
  • Have all quotations been checked against the original?
  • Are all quotations introduced? Is the flow of the essay seamless?
  • If material was paraphrased, are the sources still mentioned?
  • If necessary, are limitations clearly spelled out?
  • If included, are recommendations based on accurate interpretations?
  • Have all facts been checked for accuracy?
  • Have any potentially libelous statements been eliminated?

Proofreading

  • Has the writer checked grammar and punctuation?
  • Has the writer spell checked the essay?
  • Has the writer checked for his or her particular pattern of error?
  • Are the page numbers correct?
  • Is the title capitalized correctly?
  • Has the writer used the correct margin and font?

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