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10/28

10/28. Peer Critiques Commas. Peer Critiques. Ok to use first person, professionally. Note the major issues: NOT punctuation, grammar, etc. Be honest, but nice. Make sure your comments are specific. Ask questions.

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10/28

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  1. 10/28 Peer Critiques Commas

  2. Peer Critiques • Ok to use first person, professionally. • Note the major issues: NOT punctuation, grammar, etc. • Be honest, but nice. • Make sure your comments are specific. • Ask questions. • Make sure to note at least one thing done well and one thing that could be done better. • Remember, you always get the last say. Don’t just make changes because they were recommended.

  3. Look For: Introduction • Do you see the essay title and author’s name stated? • Do you see audience and purpose? Are they accurate? • Do you see the thesis? Is it clear? Does it have two or three rhetorical choices that match the choices discussed in the rest of the draft?

  4. Look For: Body Paragraphs • Is there a topic sentence? Does it match what the paragraph is actually about? • Do the quotes adequately represent the rhetorical choice? Are there too many quotes, or possibly not enough? • Is the majority of the paragraph dedicated to analysis? • Does the paragraph transition to the next paragraph? • Remember! There’s a difference between analysis and summary. Read closely.

  5. Look For: Conclusion • Are audience, purpose, and rhetorical choices restated? • Do you see it answering the “so what” question? • Does it tie back well to the introduction? • Does it wrap up the paper well?

  6. Commas

  7. Introductory Words and Phrases • With introductory phrases, you need a comma because the introductory phrase does not have a subject or a verb, and thus cannot stand on its own. • Introductory words like “however,” “still,” and “in fact” are always followed by a comma. • Pro tip: Read the sentence aloud and listening for a pause.

  8. Introductory Words and Phrases • And in the morning I’m making waffles! • And in the morning, I’m making waffles!

  9. Comma Splice • If the two phrases you have separated with a comma could stand on their own as independent sentences, it’s a comma splice. • This can be fixed by either splitting the sentence into two or adding a conjunction. • Super simple to fix once you’ve identified the problem.

  10. Comma Splice • My name is Inigo Montoya. You killed my father. Prepare to die. • My name is Inigo Montoya, you killed my father, prepare to die.

  11. Restrictive Phrases • A phrase that cannot be left out of a sentence without changing the meaning. (So, a phrase that “restricts” the sentence.) • Since it cannot be left out, it cannot be set off with commas because commas portray the phrase as removable. • Ex: The kitten with gray fur was sleeping in the sun.

  12. Non-Restrictive Phrases • A non-restrictive phrase does not restrict the sentence. It can be left out without changing the meaning of the sentence,and is thus put in commas. • Ex: My roommate, who is awesome, is making me dinner.

  13. Confused yet? • The students that were broke ate ramen. • The students, who were broke, ate ramen.

  14. Unnecessary Commas • The most common appearance is in the case of a restrictive phrase. • Restrictive phrases do not need a comma, so when a sentence ends with one it doesn’t need a comma. • A comma would only be necessary if the clause was extra information, a sort of afterthought.

  15. Unnecessary Commas • Older clothes are known to come back in style with time and be considered vintage. • Older clothes are known to come back in style with time, and be considered vintage.

  16. Commas Separating Multiple Ideas • These are necessary to put in the correct place when separating ideas, adjectives, etc, since you could change the entire meaning of the sentence with just one comma. • Ex: • Long, tiring day • Ex: • She dedicated the book to her roommates, her parents, and God. • She dedicated the book to her roommates, her parents and God.

  17. Peer Critiques • Use the guidelines of chapter 4b from St. Martin’s and compose a critique of your peers’ drafts (two). For each critique, you will introduce the draft, summarize its main points, assess and respond to the author’s presentation, and offer conclusions about the effectiveness of the draft. • 400 to 500 words.

  18. We’ll Be Looking For… • You to thoroughly explore the quality and specificity of the draft. • You to support your critique with examples from the draft. • Authority. • An accurate evaluative statement about the overall effectiveness of the draft. • You to discuss the significance of the problems you see. • You to identify and critique the thesis statement. • And as always, overall tone and grammar.

  19. For Next Class • Create an outline of your draft according to 4g from St. Martin’s. Make sure to answer the questions as well. • Read 4e through 4h from St. Martin’s.

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