ENGL148_Week_3_Peer_Review_Worksheet_on_Template (1) (1)
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Nov 24, 2024
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Week 3 Peer Review Worksheet
(The worksheet begins on page 3, but please review page 1 very carefully.) Stop. Are you reviewing a classmate who already has a review or reviews? Remember: Review a classmate with no reviews if at all possible.
Required Resources
Your chosen classmate’s main post, including their Week 3 Argument Research Essay Proposal Worksheet
Notes
You will complete the peer review worksheet on pages 2-3 of this document and attach the completed Peer Review Worksheet as a reply to the classmate’s initial post.
Peer Reviews are due posted by Saturday night.
Try to review classmates who do not yet have any reviews.
Do not copy or plagiarize in any way in the Writing Workshop. Very Important Reminders:
Be honest yet kind and supportive.
It is understood that you are not an English teacher. Writing workshops are not designed that way. Rather, this is your chance to commune with other writers for growth all around. Your answers to peer review questions will be based on your understanding and completion of your own prewriting and planning worksheet. ©2021 Chamberlain University
Students are not required to use the feedback given to them by classmates; this activity helps you see how many others have approached the assignment, how you can personally do better, and how you might support other learners.
Your instructor will not critique anyone publicly here. This is your space for interaction.
Your instructor will post resources throughout the week for the class, but the instructor will not “butt in” on the review process.
Again, be kind and supportive in every word you write for a peer review.
The peer review sheet begins on the next page. You do not need to include this instructions/reminders page when you post the review if you do not wish to.
Type or write by hand- either is fine, as long as it is readable. ©2021 Chamberlain University
Your Name: Marie Pompilus
The Name of Your Classmate Being Reviewed: Houston Irwin
Peer Review Questions – Required – Please type your answers in the right-hand column below. Question/Task Answer/Explanation Before you answer questions about each part of your classmate’s worksheet, read through all of their responses in all parts. What about their topic, main ideas and details do you like best? Please share at least two things you feel will work well for an Argument Research Essay, or things you feel will appeal well to a reader. The stance on the paper is excellent since it seeks to explore a balance between the advancement and the potential consequences of AI technology. In addition, I believe that your detailing section was excellently developed as you use real life examples like the Frankenstein and how it turned on its creator.
In Part 1A of the worksheet, does the student clearly state their stance? Is their stance an arguable one?
If so, please discuss what you like about it and what made it effective.
If not, please explain how you feel the stance needed to be clearer. Your stance is clearly articulated as it enforces that it’s time we place a pin on AI development until we effectively comprehend its ramifications. Your stance is arguable since it permits the argument for and against AI development. In Part 1B of the worksheet, did the student thoroughly explain why their stance was a good choice? Did they give effective examples? If you feel the paragraph was effective, please explain why and how they can expand in moving
forward. If you feel the stance needs work in any way, please write suggestions for clarification your classmate can make. The explanation given for the stance is effective but has a few problems with flow and sentence structure. For the explanation to be effective effectively distinct arguments for potential benefits and dangers of AI development grouped together and conjunctions employed.
In Part 1C: Does the student present effective opposing viewpoints? Are the opposing viewpoints strongly presented? If yes, how. If no, how could they improve on them? Opposing viewpoints are effectively introduced such as those that would support AI development and rationale. However, there is more that could have been explored than one reason.
©2021 Chamberlain University
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Part 1D: Does the student effectively present their audience? If yes, who is their audience and how will this be
relevant to that population?
If no, who should the target audience be and why?
The student should put more effort in describing
their audience because “moderate extent’ doesn’t paint a clear picture. Also, there is more that would have been explored in this section such as the academia and policymakers.
Part 2: Did your classmate develop a 7-9 sentence paragraph?
Did this paragraph explain what they understand about the topic and what they will need to research?
This is one of the best developed sections of the
paper and demonstrates a deep understanding of the topic. The use of analogy’s demonstrated a deep understanding and enthusiasm for the topic.
Part 3: Look at your classmate’s list 5 possible phrases to search? Do you feel these are good search phrases? If yes, why? If no, offer suggestions for helpful search phrases. The phrases touch on both sides of the arguments, those for and those against. Also, I believe they are good phrases but the one on singularity should be expounded “Is Singularity a threat or solution?”
©2021 Chamberlain University
©2021 Chamberlain University