Hamlet Essay Peer Editing
1 Hamlet Essay Publish on Google Drive
After having written their paper, they need to make sure it is on Google drive, written through Google docs.
Make sure your paper is complete in rough draft form. It needs to be in Times New Roman or Arial. 1500 words. Make sure it is readily available on Google drive.
2 Grouping and Sharing
- Break students into partner groups.
- Within these partner groups, students need to share their paper with their partner.
- In the top hand corner, students will click on the share button. They will then type their partner's email. Make sure that the partner can edit and comment.
- Find a partner.
Within these partner groups, you need to share your paper with your partner.
In the top hand corner, you will click on the share button. You will then type your partner's email. Make sure that the partner can edit and comment.
3 Peer Editing
- Have students follow the instructions on the Hamlet Peer Editing document.
- Circle around to make sure they are able to mark it up correctly.
On your partner's google doc, use the comment system to mark up their paper. The comment thread can be opened by clicking on the "Comments" button in the top right hand corner, next to the share button. For the questions that require answers, in the comments please make sure to make clear which question you are answering.
Peer Editing Sheet
Person who Wrote_________________________
- Read through their paper. Mark up any run-ons, fragments, or awkward sentences. Use the following marks: R, F, and Awk.
- Check for the following (mark them on the actual paper):
- Topic Sentences
- 9 Quotes minimum
- Does the paper have a Thesis that proves something to be true? (Y/N)
- What is it trying to prove?
- Does each Topic Sentence prove the thesis to be true? (Y/N)
- Why or why not?
- Could you put the topic sentence at the end of this phrase: In the play Hamlet, by William Shakespeare, _________________________ because…. (Y/N)
- How well do these Topic Sentences prove the thesis? Why?
- Does each quote have a sentence that sets up the quote? (Y/N)
- How well does it set it up?
- What would you do to set it up better?
- Do they use transitions well? “In conclusion, in contrast, separately from…” (Y/N)
- Mark on their paper where and when their transitions could be better. Give them suggestions!
- Does each quote directly prove their topic sentence to be true? (Y/N)
- Highlight any quotes that should be changed or do not relate to their topic sentence/thesis. Star any quotes that are good.
- Do they adequately explain how each quote proves their topic sentence to be true? (Y/N)
- Highlight any sentences that do not directly prove how their topic sentence to be true or how it relates to the thesis.
- On sentences you feel like they could improve, write why exactly the sentence does not prove how their quote shows the thesis to be true.
Key Standards Supported
(Begins in grade 3)
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
(Begins in grade 3)
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(Begins in grade 4)