DBQ Peer Edits and Evaluations

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DBQ Peer Edits and Evaluations
Created by Debbie Owens Presented at Klein Oak
High School Spring, Texas
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Edit vs. Evaluation

• Peer Editors are looking for mechanics and
  structure. This is when we are sitting in the
  conference tables of 6 and marking the papers.
• Peer Evaluators are looking for content,
  accuracy, and logic as well as organization. This
  is when a peer reads your paper all the way
  through looking for accuracy. The peer will give
  you notes on the edit/evaluation sheet as well as
  mark the AP rubric. You need this done twice.

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• Combined you will have 8 sets of eyes assessing
  your papers before you rewrite and submit the
  final draft for my assessment.
• Be quiet.
• Stay on-task.
• This is for you, not me.

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What is a DBQ Essay?

• DBQ is the abbreviation for Document Based Essay.
• Put simply this is an analysis of
  primary/secondary sources essay.
• There are four instructive verbs found in these
  essays analyze, assess/evaluate, discuss, and
  explain.

2007 The College Board
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• Analyze determine various factors or component
  parts and examine their nature and relationship.
• Assess/Evaluate judge the value or character of
  something appraise weigh the positive and the
  negative points give an opinion regarding the
  value of discuss the advantages and
  disadvantages of.

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• Discuss write about consider or examine by
  argument or from various points of view debate
  present the different sides of.
• Explain make clear or plain make clear the
  causes or reasons for make known in detail tell
  the meaning of.

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Skills Evaluated

• According to The College Board, the primary
  purpose of the document-based essay question . .
  . is to evaluate the students ability to
  formulate and support an answer from documentary
  evidence.
• . . . Various approaches and responses are
  possible, depending on the students ability to
  understand the documents and ultimately to
  communicate their significance.
• 2007 College Board

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Tasks in DBQ

• Read and analyze the documents.
• The document-based question is an exercise in
  both analysis and synthesis. It requires that
  students first read and analyze the documents
  individually and then plan and construct an
  appropriate response to the essay question based
  on their interpretation of the documentary
  evidence.
• 2007 College Board

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• Group the documents in order to answer the
  question.
• Write a thesis statement using the groupings to
  answer the prompt.
• Develop the paragraphs to support the thesis
  statement.

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• Request an additional document that would help
  answer the question and explain how this would
  help create a better analysis.
• In a paragraph compare two different points of
  view found in the documents.
• Conclude

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Documents

• Before assessing anything else, move through the
  document and check for document usage.
• Place a check mark next to the document numbers
  at the bottom of the grading rubric when you see
  the document used within the paper as evidence.
• Does the writer document the source behind the
  quote or paraphrase?
• Every document should be used at least once.

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Students must use all Documents.

• Remember that the writer should use either facts,
  paraphrase, or quotes from the documents as
  evidence that what they are saying is accurate.
• These paraphrases, quotes, and/or summaries must
  be imbedded correctly into the text. The writer
  cannot simply drop the quote into the paper.
  According to ____, such and such happened (3).

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• Documentation should follow (4).
• All sources must be used correctly in a manner
  that reveals understanding of the importance of
  these documents in relationship to the question.

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• Assessing the Introduction

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Introduction

• Hook?
• Transitional Sentences?
• Thesis statement
• Does it answer the prompt?
• Does it answer how or why? Answering these
  questions is what makes it analytical rather than
  just simply expository.

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Excerpt from the 2008 AP Test Grader Comments
http//apcentral.collegeboard.com/apc/public/repos
itory/ap08_world_history_qa.pdf
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Careful Analysis of the Thesis

• Does it answer the question?

• Does the writer address groupings.

Most evident grouping for the 2008 Olympic DBQ
were Politics (Nationalism) Economics Feminism
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Ideas in Introduction

• Final step for thesis Number the ideas 1-3 as
  they appear in the thesis.
• Now read the introduction from beginning to end.
• Are there transition sentences between the hook
  and the thesis?
• Do they smoothly move the reader from the hook to
  the thesis? Each sentence should propel the
  reader forward.

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• Assessing Organization

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Promise Method of Writing
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Paper Organization

• Underline what you believe to be the thesis
  statement and number the ideas found in the
  thesis right above the idea (this is the part
  about how or why something changed and also the
  part about what stayed the same).
• Underline the topic sentences in each paragraphs
  (You are looking for the organizing sentence that
  addresses the process of how the change occurred.
  This essay should move chronologically.)

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• Underline the sentence that reminds the reader of
  the premise in different words found in the
  conclusion.
• Check to make sure that the students have a point
  of view paragraph that compares two different
  sources perspectives.
• Check to make sure that the student has addressed
  the need for an additional document and how it
  would help.

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Paper Organization continued

• Now read each of the sentences you underlined and
  look for the following information
• Do the topic sentences match up with the thesis?
• Do the topic sentences identify the groupings by
  naming the documents.
• Does the concluding idea match thesis? Does it
  use different words?

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• Power Choices Words for Analysis
• Evidence
• Affirm
• Credit
• Discredit

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Hit List Words, First/Second Person References,
and Contractions

• Again read the paper backwards
• Now you are looking for hit list words, first and
  second person references and contractions. Place
  an X through these words. They ABSOLUTELY do not
  belong in academic writing!

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Hit List Words
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First and Second Person References/Contractions

• FIRST PERSON including possessive
• Singular I, me, my, mine, etc.
• Plural We, us, ours, etc.
• SECOND PERSON Any form of you. This is an
  academic essay. There is no time when you should
  be addressing your reader directly.
• CONTRACTIONS The apostrophe indicates that
  letters have been left out to abbreviate. Ex
  Cant instead of cannot

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To Be Verbs

• Again read the paper backwards
• Now you are looking for to be verbs. You should
  limit the use of to be verbs because they usually
  indicate passive sentence construction and also
  are weak descriptors of action.

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To Be Verbs Continued

• Passive Sentence Construction
• Passive sentence construction is when the doer
  of the action comes behind the action in the
  sentence. This is confusing and destroys clarity.
• Ex The pizza was eaten by us.
• Active is when the doer comes before the action
  and yields clearer sentences. Notice what happens
  to the to be verb.
• Ex We ate the pizza.

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To Be Verbs
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• Content

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Reading for Content

• The final task is to read for content. Your peer
  evaluation sheet should reflect that two people
  have read your paper for content.
• When reading for content, if the evaluator
  questions a fact, grammar, punctuation, or
  spelling error, s/he will circle what is believed
  to be the error and place a question mark in the
  margin.

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Reading for Content continued

• It is NOT the evaluators responsibility to check
  for accuracy or to correct the error. S/he may if
  feeling particularly helpful that day, but it is
  NOT the evaluators job.
• Rather it is the writers job to validate and
  correct possible errors.

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Content continued

• The peer evaluator should be using a different
  color marker or ink color from those previously
  used. S/he should write content and sign their
  signature. I will be consulting with the
  evaluators and the writer if inaccuracies make it
  to me.
• The peer evaluators should also evaluate the
  essay with the appropriate rubric. Be fair and
  honest in a gentle manner (constructive
  criticism). Remember the writer will use your
  feedback to correct the essay.

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Content Continued

• You should check double-check their organization,
  logic, and facts.
• Is the paper skeletal? Does it need more support?
• Has the writer addressed all parts of the prompt?
• Is the paper a DBQ? Does it use analysis and
  textual evidence to answer the question?

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Logic
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Loose Generalizations Create Inaccuracies
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DBQ Rubric
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• AP Assessment Rubric

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AP Core Points
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Expanded Core Points
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Good Job! ?

• We have completed the peer edit.
• Now you need to have two of your peers evaluate
  for content and accuracy. They should give you
  detailed notes and complete the AP Rubric for the
  paper as it is written.
• Writers make sure you review your peer
  evaluators comments before your next paper.