1. How much time did you spend on this paper?

2. (After the first evaluation) What did you try to improve, or experiment with, on this paper? How successful were you? If you have questions about what you were trying to do, what are they?

3. What are the strengths of your paper? Place a squiggly line beside those passages you feel are very good.

4. What are the weaknesses, if any, of your paper? Place an X beside passages you would like your teacher to correct or revise. Place an X over any punctuation, spelling, usage, etc. where you need help or clarification.

5. What one thing will you do to improve your next piece of writing? Or what kind of experimentation in writing would you like to try? If you would like some information related to what you want to do, write down your questions.

6. (Optional) What grade would you give yourself on this composition? Justify it.

(from Cooper & Odell, Evaluating Writing, Urbana, IL: NCTE, 1977. 143)

1. Identify the best section of the composition and describe what makes it effective.

2. Identify a sentence, a group of sentences, or a paragraph that needs revision, and revise it as a group, writing the final version on the back of the paper.

3. Identify one (or two) things the writer can do to improve his or her next piece of writing. Write these goals on the first page at the top.

4. (After the first evaluation, the following questions should come first.) What were the goals the writer was working on? Were they reached? If not, identify those passages that need improvement and as a group revise those sections, writing final versions on the back of the paper. If revisions are necessary, set up the same goals for the next paper and delete question 3.

(from Cooper & Odell, Evaluating Writing, Urbana, IL: NCTE, 1977. 149)

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