Instructions: Read and annotate your peer partner’s draft. As you read your part

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Instructions: Read and annotate your peer partner’s draft. As you read your partner’s draft include the following annotations to the draft: bolden the thesis statement, underline each body paragraph’s topic sentence, [place brackets around any floating quotations], and place an asterisk* after any unclear analysis. In the margins, write a 2-3 sentence summary of the main point of each paragraph in your own words. If you have questions for the writer as you read, provide comments in the margins. Submit your draft annotations along with this peer review handout in your email thread.
Thesis – Response to the Assignment
1. a. Is the thesis a contestable claim? (Yes or No) Is the rest of the draft consistent with this claim? (Yes or No)
b. Summarize the writer’s main argument in your own words. Be as specific as possible. (1-2 sentences)
c. If there are issues with clarity in the working thesis, explain which of the (abstract or unclear) terms could be specified and/or further developed. (1-2 sentences)
d. How does the research argument provide interesting and critical engagement with the research paper assignment prompt? (2-3 sentences)
e. Does the introduction include a concise summary of the subject matter or thematic choice? Explain what is working and/or what can be improved? (2-3 sentences)
Argument Development
2. a. Has a summary of the power dynamic been presented? (Yes or No) Does the author choose one thematic lens as their main focus for their research paper? (Yes or No)
b. Each body paragraph includes a clear topic sentence with a specific controlling idea that breaks down the thesis into smaller components. (Choose – Always, Sometimes, or Not often)
c. After reading the entire draft, explain the organizational development of the essay. How is the argument developed? How does the author connect ideas? Did you have any trouble following the argument? Explain where the connections were unclear or disjointed. (3-4 sentences)
d. Choosing one underdeveloped body paragraph, how might the author strengthen this section (further reasons, explanation, evidence, a stronger and/or more specific claim)? Which supporting points could be de-emphasized or eliminated? (2-3 sentences)
Source – Engagement and Integration
3. a. Does the writer use evidence from the primary text in each body paragraph? (Yes or No)
b. Do you understand the writer’s interpretations of each piece of evidence used in the essay? (Choose – Always, Sometimes, or Not often) (*Asterisk* unclear analysis)
c. Does the analysis provide enriched argumentative claims that are logical, complex, well-articulated, and cognizant? (Choose – Always, Sometimes, or Not often) If not always, explain what issues you noticed. (2-3 sentences)
d. Does the author include adequate cultural, social, or historical contextual background to support their argument? (Yes or No) Explain what information the reader is used or missing. (1-3 sentences)
e. Does the writer explain how they are using any abstract terms? (E.g., what does the writer mean by “social norms” or “gender norms”?) (Yes or No)
f. Does the writer make connections between the language used by the characters and the literary tropes? (Choose – Always, Sometimes, or Not Often)
g. Does the writer introduce each key voice (secondary source)? (Choose Always, Sometimes, or Not often)
h. Does the writer include and respond to other literary scholars in a critical manner? (Choose Always, Sometimes, or Not often)
i. Does the writer include proper in-text MLA style citations at the end of each sentence where an outside source is quoted, paraphrased, or summarized that corresponds with an entry in their Works Cited page? (Choose Always, Sometimes, or Not often)
Overall Constructive Criticism
4. a. What does this essay offer in terms of originality and thoughtfulness? Explain what you found to be the strongest aspects of the research paper draft. (3-4 sentences)
b. What questions do you have about the research paper? (List 2 questions about the research paper’s ideas and/or development)
c. As your peer begins to revise and edit, what would the research paper benefit from? Where can the essay benefit from further details or explanation? (3-4 sentences)
Women in the Elizabethan period
During the Elizabethan period, there were very clear expectations between men and women. Women were limited to societal roles and were to be under the command of their father and/or their husband. Because women were considered to be “the weaker sex” physically and emotionally, they were to be inferior of any man. Despite these women being subordinates to the men of society, writers like Shakespeare had centered such creative writings to be revolved around women. Majority of Shakespeares’ plays are involved with the unfeasible love and desire of a beautiful woman who is fought over by the men surrounding her. Although women had no control over their life in real time, Shakespeare wrote tragic love stories that entailed women’s strength of energy in which caused men to go through extreme measures for their love. In Othello, Shakespeare creates a power dynamic of Desdemona and Emilia to be polar opposites in character. Both have different perceptions of loyalty in regards to their husbands as well as their morals as women. Gender norms of roles in society are challenged and executed greatly among such character duos in Othello.
Desdemona is the young Venetian beauty, who hasn’t grown to see as much as Emilia. Although Desdemona is Emilia’s boss, their relationship is more than just “gentlewoman” and “maidservant”. Emilia being Desdemona’s maid, creates them to be close friends who share secrets and thoughts about the environment that in which they are surrounded in. It is known to be that Desdemona is naive while Emilia is older and wiser. Desdemona leans towards Emilia, sharing her thoughts and true loyalty towards her husband, Othello. Desdemona is madly in love with Othello, despite all his flaws. “So would not I. My love doth so approve him… That even his stubbornness, his checks, his frowns-…” (Act 4, Scene 3). Putting aside Othello’s shortcomings, Desdemona pleads for her love and respect for her husband. Desdemona is ought to believe it is only right to, as a women, to only vow for her husband and to never betray him. When Desdemona and Emilia enter the topic of what it means to be in a marriage, especially knowing it is your husband who is in control of you; Desdemona believes it is mandatory to follow your wifely duties and follow your husbands orders. When Desdemona asks Emilia if there are women in this world who would ever cheat on their husbands, Emilia states there are women out in the world who would and who do. As a matter of fact, Emilia herself would and she says she’d risk her soul to make her husband a king (Act 4 scene 3). Desdemona strongly believes it is a disgusting sin to commit. In no such world can she see herself commit such crime against her husband. “Good night, good night. Heaven me such uses send, Not to pick form bad, but by bad mend!” Here, as the audience, we can identify how clearly Desdemona’s mindset reflects back into societal norms during such period of time. Desdemona’s mentality and who she is as a character clarifies the gender norms that were influenced for women by society. The men surrounding Desdemona have subconsciously raised her to believe that she was expected to remain “upright, dedicated, silent, obedient and innocent…” (Shahwan, Gender Roles). “The presentation of gender in Shakespeares work represents the societal view”; connecting gender roles within marital roles creates ambiguity regarding such factors (Shahwan, Gender Roles). Desdemona is an example of what was expected of a women to be like especially in high class.
“The female characters challenge traditional negative stereotypes of discrimination, weakness and silence…” (Shahwan, Gender Roles). Characters like Emilia challenge the norms of society, expected from women. Emilia shares what she really thinks about in terms of husbands and marriage.

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