AP English Language and Composition

1. AP English Language and Composition Unit 1: Education Essay Peer-Review

2. Before You Trade Papers • Review your essay • Highlight your thesis statement

3. Rotation #1 (8 minutes) • Pass papers around so that no one has his/her own essay • Identify yourself at the top of the paper by writing your name in the color ink you will use to write comments • Silently read the paper in front of you

4. Rotation #1 (cont.) • Read the paper again. Mark on the essay notes on any questions that you have. • Is there a sentence or a phrase or a word you don’t understand? A gap in logic? An incomplete explanation? Something else you don’t understand or want clarification about? • When everyone at your table is done with this step, take turns talking to the person whose paper you have about the notes you wrote down. Add clarifications/explanations to your notes.

5. Rotation #2 (8 minutes) • Pass papers around so that no one has his/her own essay • Identify yourself at the top of the paper by writing your name in the color ink you will use to write comments • Silently read the paper in front of you

6. Rotation #2 (cont.) • Read the paper again. Mark on the essay notes on the author’s thesis. • What is the thesis? Is the thesis effective? Why or why not? What could be changed to improve it? Does the rest of the essay support the thesis? • When everyone at your table is done with this step, take turns talking to the person whose paper you have about the notes you wrote down. Add clarifications/explanations to your notes.

7. Rotation #3 (8 minutes) • Pass papers around so that no one has his/her own essay • Identify yourself at the top of the paper by writing your name in the color ink you will use to write comments • Silently read the paper in front of you

8. Rotation #3 (cont.) • Read the paper again. Mark on the essay notes on the author’s paragraphing and evidence. • How many paragraphs does the essay have? Is there a clear introduction? Body paragraphs? A clear conclusion? How many sentences does each paragraph have? Does the author include quotes? Do the quotes have citations? Are the quotes convincing/ add to the author’s argument? • When everyone at your table is done with this step, take turns talking to the person whose paper you have about the notes you wrote down. Add clarifications/explanations to your notes.

9. Rotation #4 (8 minutes) • Pass papers around so that no one has his/her own essay • Identify yourself at the top of the paper by writing your name in the color ink you will use to write comments • Silently read the paper in front of you

10. Rotation #4 (cont.) • Read the paper again. Mark on the essaynotes on the author’s diction, syntax, and punctuation. • Is the author’s intent clear? Do you understand the diction (word choice)? Are sentences varied and complete? Does the author use proper punctuation to convey meaning? What one or two changes would make the most positive impact on the essay (identify patterns)? • When everyone at your table is done with this step, take turns talking to the person whose paper you have about the notes you wrote down. Add clarifications/explanations to your notes.

11. Reflection (on the back of your RD) • Compare your knowledge of your own writing before and after today’s peer-review. What did you already know that was confirmed? What new knowledge do you have, and what will you do with that knowledge? (Write a paragraph or so) • What 2-3 changes do you plan to make to your essay between now and Thursday, when your final essay is due? Why these changes?

12. Homework • Due Tuesday: RD of Education Essay • Due Wednesday: CA p. 459-465 (read and annotate) • Due Thursday: Final Draft of Education Essay