Pamela M. Fowler
Goal: TO INCREASE CRITICAL WRITING AND READING SKILLS
The student will read and evaluate his peer s writing based on the basic evaluation scale which will include the following components; main point, interpretation and description of characters, action, setting and illustration of events.
Evaluation of a piece of work is a tough process to learn, but children do it all the time and don’t even know it. Although sometimes not at all discreet, they do know what they like, what will work and what won’t, as well as something that was created in a day as opposed to work which shows that time was spent on it.
There are two steps in the evaluation process prior to writing a critique. One is to read the book for fun and the second is to read the book for information, to find out what it is all about.
Students are introduced to and are required to use the evaluation sheet following these pages. First look at the book and take in his (the author’s) illustrations and cover page. Note the colors used, the design of the cover and of the characters. Have the student note two to three flaws and four to five good points. The second step is to read the book a third time and pay attention to the characters, the third is the main point, followed by the setting, to the action, and finally commenting on the overall comic book—neatness, color creativity effort etc.
Upon completion a xeroxed copy of the critique is made, one is handed into the teacher for evaluation and grading of the evaluator and the second is given back to the author anonymous. The anonymity protects the author from any form of prejudice. Conferences are held with both students individually to discuss the critique.
Date:
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Name of Book:
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Name of Author:
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Read the book twice before you being completing this sheet.
B. Answer each question thoroughly.
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1. ILLUSTRATIONS—How did they appeal to you?
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Note the color, the forms of the heroes.
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How are they affecting the book? Note two flaws and four good points about the illustrations.
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2. CHARACTERS—How do the characters interact with one another if at all. Are they almost real, life-like? Could they be real? Are they interesting? Funny? Do they remind you of anybody you know? Note two flaws and four good points about the characters.
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3. MAIN POINT—Was it clear? Did you understand what the main point was? Did it make sense? Why? What would you add or change? Note three flaws and five good points.
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4. SETTING—Can you visualize the setting as you read the book? Did you feel like you were there? Was the setting clear? What would you add, or change? Note two to three flaws and five good points about the setting.
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5. ACTION—Was reading the book exciting? Were you intrigued? Scared? Tickled? Bored? What did you feel? What would you change and Why? Note two to three flaws and four to five good points in the action.
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6. VOCABULARY—Was it used well? Did it fit in with the action? Did the author create his own words? Were they good? Note two flaws and four good points about the vocabulary.
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7. ENTIRETY—How was the book as a whole? Was it neat? Sloppy? Rushed? Original? Copied? Would you buy it if you saw it in a store? Would you look at it or pick it up to see what it was about? Why or why not? What are your feelings about the book? Note two to three flaws and four to five good points and tell what your ideas are, if you have any that you would like to see the author add to he book. Sequels maybe . . .