What is the essay’s thesis? Is it explicit or implied? How could the thesis be stated more effectively? Does it have a Rogerian thesis, which states the opposing view first and then the author’s argument and position? Is the Rogerian theory used in the essay? Does the essay mention the opposing viewpoint along with an unbiased restatement of that view and enough detail to show the reader both sides of the issue? If not, what does the author need to add for support?

What purpose does the essay serve—to inform, to evaluate, to persuade readers to accept a viewpoint, to eliminate misconceptions, or to call them to action?

What are the main points supporting the thesis? List the points. Is each supporting point developed sufficiently in the body paragraphs? If not, where is more support needed? Which points, subject, or paragraphs need more support?

Does the essay have Logos? Is it a sound, reasonable, logical argument, which is supported by facts, statistics etc.? If not, what does the author need to add?

Does the essay use Pathos? Do they use it well and is it effective? Or over-the-top? Is it appropriate for the audience? If not, what do they need to do?

Does the essay show Ethos? Is the author reliable and credible? If not, tell the author what they need to add into their essay or take out, which help make them more credible.

Does each paragraph have a topic sentence that tells the reader what point will be talked about next. If not, point out where they were weak and offer a suggestion.

Where would signal devices (also, likewise, in contrast) make it easier to see similarities and differences between the subjects being discussed?

Are there transitions within the topic sentences? Are they redundant or confusing? If so, where and how should they fix them?

What is the tone? Does the essay come off as condescending, sexist, or racist? If so, which sentences and words convey this tone? Offer suggestions on how to adjust the tone of the essay.

Could the Introduction or Conclusion paragraphs be strengthened? If so, what is your suggestion? Is there an anecdote, fact, or statistic in the paper that could be moved to the conclusion?

Did you notice glaring misspellings, misplaced modifiers, fragments, run-ons, or punctuation mistakes? If so, circle them on their essay.

What are some of the strengths of this essay? What did this author do well?

Part 2: thoreau’s ideas had a profound effect on a man named gandhi. gandhi, was a leader in india who worked to end british rule. he led india to independence and inspired many to non-violent forms of protest and resistance. he fought to end poverty, worked to expand women's right to vote, and built bridges between ethnic and religious groups. like thoreau, he lived simply, owned very little, and ate a vegetarian diet. in india, gandhi's form of protest was called the "non-cooperation movement." he urged indians to boycott british education systems and leave government jobs. the movement was very popular, and in part to stop its spread, the british controlled government arrested him. after a few years, he was released and became active in politics again. he inspired many to follow him on marches to protest various taxes. on one such march, thousands followed him 240 miles over 24 days to the sea to protest a salt tax. this march set the example of non-violent resistance to the government that others in the country followed. eventually india won independence from britain, in large part because of gandhi work. gandhi's model of resistance and reform was creative, appealing, and successful. as a result, dr. martin luther king looked to gandhi when the time came to find a way to resist segregation in the south. the lunch counter protests, famous for the passive response to anger, and even violence, aimed to end the separation enforced by laws in some regions of the south. king also organized walks, marches, and bus rides that were meant to bring attention to the issues facing african americans. these forms of protest were directly modeled on gandhi's, but king took them straight to the source of oppression. where gandhi's protests created awareness and built momentum, king's protests were in the face of great hatred and fear. the passive, non-violent protests were ultimately effective, mainly because the passive response to violence cast the opposition as brutes. however, change came slowly and at the cost of many lives. king remained committed to peaceful protest, however, until his death. king learned from gandhi, expanding on what worked, applying old techniques to a new problem. gandhi owed his philosophy, in part, to a new england poet who loved the woods. read this sentence from part 2: like thoreau, he lived simply, owned very little, and ate a vegetarian diet. what is the point of this sentence? gandhi and thoreau had similar childhoods. gandhi had many admirable qualities. thoreau and gandhi were very similar. thoreau had a simple life compared to others.