Teacher Guided Peer Workshop

1. Label each sentence in their introduction:

• Hook
• Context
• Subtopics (1, 2, 3?, 4?)
• thesis

2. When they introduce subtopics, how specific are those subtopics? Are they too generic or imprecise? Is there any language that teases at an idea but leaves you asking questions to finish off the idea?

3. Is the topic sentence of the first body paragraph a topic sentence? What is the idea the author is exploring in the paragraph based on that topic sentence? Does the paragraph stick to that idea, or is it loosely united by the text. Label each sentence:  P for point, R for reason, E for evidence (example and explanation)

4. Label any sentence in the body paragraph that may be a digression with "digression?" 

5. What evidence do they use? What could they do to explain their evidence more effective than they may already have?

6. Do they consider the whole poem/story in the paragraph, or are they focused on one small passage? Are they too focused; do they think they'd benefit from more evidence to support their topic sentence? Which evidence may help the paragraph? 

7. What point and what evidence do you expect their next body paragraph will be about? Suggest what you believe the next point will be (looking back at intro, if they do a solid job of having subtopics), and also suggest how you would transition to that point and evidence.