Exercise 4: Peer Review Letter to a Classmate | Get Quick Solution

Help me study for my English class. I’m stuck and don’t understand.

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Exercise 4: Peer Review Letter to a Classmate | Get Quick Solution
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The purpose of this exercise is to help a classmate to improve their research project. You will produce a one-page letter that provides feedback on the person’s research proposal.

Your audience is a peer in class. This means this is not a simulation. Your classmates are developing writers, like you, and like you, they want to write the best paper possible in order to be successful in the course. What strategies can you use to connect with this audience? What would connect most with you? How would you want someone to respond to your writing?

As you read your classmate’s work and prepare your feedback, review the ”assignment sheet for the Research Proposal”. That way, the feedback you provide aligns with the assignment goals and instructions.

I have assigned pairings based on your research groups, whenever possible. When not possible, I have randomly assigned pairings.

Here’s what to include in your letter:

  • Your letter should open with “Dear…”
  • Begin by reflecting back to the author what you think their argument is (what is the exigency to which their project responds?). Also reflect back to them what you think their project entails. What do you think their study is trying to find out, and how do you think they’ll collect data?
  • Tell the author what’s effective.
  • Address the areas of the proposal that could be improved.
  • You may not provide comments on grammar.
  • Use the PACT peer review handout as a guide. You will notice that many of the questions on the handout are yes/no questions. I do not want you to simply answer yes or no. Instead, I expect you to write several fully developed paragraphs in which you engage with the writer’s attention to purpose, audience, conventions, and trouble. Essentially, think about your reaction as a reader to their piece, and construct a cohesive letter to them in which you provide them with meaningful feedback. Support your feedback with details and examples. For example, you might quote an excerpt from and ask for them to clarify it.
  • Here are questions that you might address as you craft your response.
  • What is the purpose of the project? What does the writer want to have happen? Does it need to be clarified further or earlier?
  • What is the exigency/need/current conversation that propels the research? Does the writer provide evidence from their annotated bibliography to support the exigency?
  • Who is the main reader for this proposal? How can you tell? Is the writing style appropriate for that reader? Are key terms defined sufficiently so that you can follow the ideas?
  • Are the research questions specific? Do you think the writer will be able to collect data? What issues might the writer run into?
  • Your letter should be well organized. Each paragraph should address one major point. Use topic sentences and transitions, and proofread your work.

Formatting Specifications

Format your response as a formal letter in order to practice the conventions of letter writing. If you aren’t sure how to write a letter, then consult the Purdue OWL’s useful handout here. Use Times New Roman 12 point font (single spaced). Write your letter as a Word or PDF document (acceptable file extensions include .doc, .docx, or .pdf). Name your file using the following conventions: lastname-exercise4-daymonthyear. The last name portion should be your last name.


This exercise will be graded as part of your mid-term portfolio and again in your final portfolio. As I read your letter, I will apply the following criteria:

  • Letter provides helpful feedback to a peer on their research proposal and project
  • Feedback is supported with evidence and details. Paragraphs and ideas are adequately developed for the purpose and audience.
  • Tone is appropriate for the audience of a classmate who is a developing writer and wants to submit their best work.
  • Feedback is formative and substantive; the student avoids editing the writer’s work.


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