Complete the online activities listed in your syllabus for weeks 5 and 6.
Name of Peer Reviewer:
- After reading through the draft one time, write a summary of the text.
- In the following sections, answer the questions that would be most helpful to the writer or that seem to address the most relevant revision concerns. Use a separate piece of paper for your responses and comments. Also, write comments directly on the writer's draft where needed.
- Is there a clearly stated purpose/objective?
- Are there effective transitions?
- Are the introduction and conclusion focused on the main point of the essay?
- As a reader, can you easily follow the writer's flow of ideas?
- Is each paragraph focused on a single idea?
- At any point in the essay, do you feel lost or confused?
- Do any of the ideas/paragraphs seem out of order, too early or too late to be as effective as they could?
- Is each main point/idea made by the writer clearly developed and explained?
- Is the support/evidence for each point/idea persuasive and appropriate?
- Is the connection between the support/evidence, main point/idea, and the overall point of the essay made clear?Is all evidence adequately cited?
- Are the topic and tone of the essay appropriate for the audience?
- Are the sentences and word choices varied?
- Does the writer use proper grammar, punctuation, and spelling?
- Are there any issues with any of these elements that make the writing unreadable or confusing?
Process analysis writing can take one of two forms: (1) it can provide information about how something works (informative) or (2) it can explain how to do something (directive).
Review homework assignments on "Writing in the Workplace" as a large group.
Information Literacy: The Web is not an Encyclopedia
- know when they need information
- find information
- evaluate information
- process information
- use information to make appropriate decisions in their lives
The Internet has added a new dimension to traditional information literacy issues - especially in the exploding growth of the World Wide Web. Nearly a mix between all other media, the Web democratizes information ownership, provision, and retrieval. The federal government is leading the way in publishing its vast array of information on the Web. On many campuses every student may publish a webpage.The Web allows us to speak directly to the purveyors of information in every imaginable field. Few reference librarians, teachers, publishers, or other mediating forces stand between us and information on the Internet, and specifically, the Web. While this does have great advantages in expanding our information base and providing more accurate and timely information at the "click of a mouse," it also means, perhaps, more intellectual effort on the part of the information consumer to develop valuable critical thinking skills and to evaluate the sources, quality, and quantity of that information. It also means serious attention should be paid to intellectual property and appropriate use issues.
The Web is not a huge book written by multiple authors. There is no definitive table of contents for the Web and no definitive index. To some it seems more like a giant reference collection.
While it is true that many fine reference materials are available on the Web, it is not an encyclopedia. Encyclopedias have subject experts writing refereed articles that pass through editors and style guides before publication. The Web has these same experts, and many non-experts, creating non-refereed Web pages on a vast array of topics at a vast range of quality and depth. Some people consider the Web to be a digital library full of materials of varying quality and format.
The Web is not one large digital library. Libraries have trained professionals who carefully evaluate, select, organize, and index materials from credible sources.
The Web IS an electronic repository for books, data collections, encyclopedias, libraries, AND any disparate piece of text, graphic, or sound byte that someone chose to put online. And some of it is inaccurate, biased, out-of-date, shallow, and inappropriate for academic use.
In evaluating information on the Internet, one should consider many of the same elements that would be considered when selecting resource material in other formats, and a new one: permanence. As when judging any kind of publication, much is subjective. However, keeping the following elements in mind will assist users to identify resources of value to meet their information needs.
- Scope- Authority and Bias- Accuracy- Timeliness- Permanence- Value Added Features- PresentationCiting Sources Using the MLA Handbook
Citing Sources Using the APA Style Manual
Citing Sources Using the Chicago/Turabian Style: Notes System
Citing Sources Using the Chicago/Turabian Style: In-Text Parenthetical Method (Author-Date)
Other resources for information literacy and Web site evaluation. Includes a link to the University of Maryland Libraries one-pager on Evaluating Internet Resources.
Originally published May 1996 by Lida L. Larsen, Assistant Director, Collegial Relations and Information Services, Office of Information Technology, University of Maryland, College Park. Revised April 2006.