peer reviser look for in a rough draft?
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Here are some commonly used peer review guidelines.\n\nThesis Statement: \n1.Does the thesis statement reveal the subject of the essay and the writer’s attitude toward the subject?  If so, what is the subject and the attitude?  Ex:  Lack of state funding is the greatest impediment to superior school systems in Arizona.  (The subject is the lack of state funding, and the attitude is that it is bad for schools.) \n\n\n2.Where is does the thesis statement appear?  In a short essay (500-700 words) as expected in this course, the thesis statement should appear at the end of a brief (approx. 3 to 6 sentences) introductory paragraph.  However, the writer may place it elsewhere in the introduction if he or she wishes to create a specific effect at the beginning of a paper.  \n\n\n3.Is the thesis statement stated indirectly?  A thesis statement always reveals the subject in an indirect manner.  It is never stated directly such as this:  “This essay is about….” or  “I am going to write about…..”etc.  \n\n4.Does the thesis present a subject that is worth discussing?  Does it seem relevant in today’s society, or would it be of interest to most people?  Be sure the thesis doesn’t merely state the obvious, therefore not warranting discussion.\n\n5.Does the thesis reflect the mode of development the essay is supposed to follow (narrative, comparison/contrast, classification, persuasive, causal analysis, literary analysis)? What is the mode of development implied in the thesis?  The reader should be able to tell which mode of writing the essay will follow when he or she reads the thesis statement.\nEx:  In order to provide better futures for their children, citizens of Arizona must become more involved in legislative decisions about funding for education. (persuasive)\nEx:  Though two separate breeds, the Sheltie and collie have more similarities than differences.  (comparison/contrast)\n\nIntroductory Paragraph/s:\n1.Evaluate the introduction. What technique does the author use to invite the reader's interest? (Does the writer use a short anecdote, a shocking statement, a rhetorical question, a quotation, etc. as a motivator to draw the reader into the essay?)\n\n2.Does the motivator lead smoothly and appropriately to the thesis statement?  \n\nDevelopmental Paragraphs:\n1.Does each body paragraph have a topic sentence that relates directly to a point about the thesis?  If not, which topic sentence needs improvement?\n\n2.Does each supporting sentence of each paragraph contain sufficient examples, explanations, details, or commentary (comments about the examples or explanations)to provide an ample discussion of the topics introduced in the topic sentences? Evaluate the quality of these examples for clarity, relevancy, pertinence, logic, uniqueness, strength, color, interest, credibility, etc.  Where might improvement be needed? \n\n\n3.Do the body paragraphs seem coherent (connected in a logical manner and smooth and flowing)?  To create coherence, sentences should appear in a logical order.  Transitions are used appropriately to help connect the ideas presented in the paragraph.  Transitions are words or phrases such as these: \n\naccordingly    before long   consequentlyeven if   finally      first, (second..)  hencehowever\nin addition  in spite oflatermeanwhile neverthelessnextonceon the contrary\nsimilarly      thentherefore         thus\nalso    andas a resultbesides\nbutfor examplefurthermoremoreover\norotherwise       to begin withwhen\nafter that  as soon asinsteadafterward\n       \nWhat are some of the transitions used to move the paper from paragraph to paragraph logically and smoothly?\n\n4.Comment on any place where the paper contains extraneous material that detracts from the main point or confuses the direction of the paper. \n\nConcluding Paragraph/s:\n1.Evaluate the conclusion and how the author provides a sense of closure at the end. Is the thesis still apparent and relevant?  What technique/s does th
135784
It may be a little late, but pick a subject that would allow for an easy lit review. Something with a lot of work done on it already. Create a position. State it and defend it. Having a subject with lots of citations makes those long papers easier.
353484
A scientific journal (like "Science" or "Sky and Telescope"). I do suggest, however, that you let a professor read it before you submit it. Even if you have a brilliant idea, they will throw it away if it's not properly presented.
90980
ideally you would have someone acting as an editor to preview your work before you submit it to a publisher, keep in mind alot of publishers work with agents of writers and might not take submission
528205
may be if you tell me more about you i can answer your question anyway, compsition at this stage starts by oral discussions of the subject to be tauht.. then you have to let students read about what they are gonna to write, get them plan their project, choose a topic sentence then supporting ideas. At this they can draft their project then get it edited. finally published
401436
Have a look here http://www.writing-world.com/contests/index.shtml
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Restate the major points of the paper.  Then offer a final conclusion or recommendation based on those points.\n\nBest wishes and good luck.
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You just need a good editor to polish your work. Go to www.wordtechs.com. They're affordable and good folks.\n\nBest wishes,\n~Tia~
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Check in your 'Outbox' or 'Drafts' folders.\n\nGood luck!
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I was a former Dean of Studies, and "suspicious" papers used to come my way quite a bit. We'd usually look for sentence structures or phrases which were incongruous with the style of the writer. I used to stress to my teachers that the important way of pre-empting any such activity was to keep records of consultations and make short notes of student progress as the paper develops. This isn't as difficult as it sounds, but invaluable when trying to get a 'feel' of the final submitted paper.\n\nUpon suspicion of 'external help', we'd usually call in the student for an oral defence of the paper. Also, we'd check the sources, and ask for it to be presented physically as evidence of work done. When all this is done, and the student still makes it, we'd give her an A for her effort! Hahaha...\n\nUnforuntately, there is no hard and fast method of detecting such work beyond making an effort to monitor the development. Just keep close tabs on them, and they'll know better than to take your trust and support for granted.
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When I wrote a paper, I wrote it from the top of my head, making an outline first, let it sit for a couple days, then review and refine it.\n\nOf course, the first draft is only your  idea - the starting point. Then you have your references ready, and you know where to put them to stress your points. \n\nEditing and revisiing are simply adding the details until you are satisfied. If you aren't, you can be sure your professor won't be.
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Here's a great list of places to submit your work, places to improve your work, etc.\n\nhttp://teenwriting.about.com/cs/a.htm?terms=Writing\n\nGood luck with your writing!\n~Tia~
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like  too nice wrote - \nclick on the link and pick any one of them - there is good help
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hmm ... i would like to write something, but theres no need written whats already well written\n\nhope this helps =)
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I think what your are looking for is research or preparation, writing, editing and rewriting.  I hope this helps.
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summeraize this and U should B fine&#92;\nhttp://www.masternewmedia.org/news/2006/02/11/web_content_creation_ten_approaches.htm
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It takes a while, depends on the person. \n\nMy advice is to let go of your perfectionism, and START WRITING!  Use an outline to gather your thoughts, and just get your rough draft done.  Play with it all you want after that but it sounds like you're paralyzed at first. Just go with it and worry about the best way to formulate your ideas once you have the ideas down. \n\nGood luck.