Peer Review 1Peer Review Rubric
1 Peer
Review (15
2 Peer
Review (15
Substantial feedback provided throughout the paper and an
inclusion of a paragraph about what the person did well and what
the person needs to work on.
Grammar critiqued. This includes underlining EVERY noun/verb
pairing (and noting when they don’t match) AND underlining every
noun/pronoun pairing (and noting when they don’t match).
Noting APA formatting errors (you are expected to use the APA
manual as needed to look up APA formatting guidelines)
Inclusion of grading rubric with assigned grade. For 1 peer review,
provide a grade in all areas except cover sheet/abstract, results, and
discussion. For 2 peer review, provide a grade in all areas.
Grading rubric for instructors to grade peer reviews. (*Note – as you are reviewing your peer’s
paper, you are to use the research paper grading rubric posted in the class site.)
Guidelines for Peer Review of Research Paper Draft
Your Name:
Peer’s Name:________________________
 Do all subject/verb pairs make sense?
 Do all subject/verb pairs agree in number?
 Are all sentences complete sentences? (any SFs—sentence fragments?)
 Are all modifiers placed correctly? (Modifiers need to be placed close to the word they
are modifying… and there must be a word present for the modifier to modify).
 Are there any problems with parallel structure? (if two or more ideas are parallel, they
should be expressed in parallel grammatical format)
 Did writer use appropriate words? (professional language… avoid slang, there vs. their,
 Was writer consistent in verb tense?
 Did writer avoid split infinitives? (An infinitive consists of “to” plus a verb [e.g., to think,
to avoid]). When a modifier appears between the two parts, it splits the infinitive.
 Did writer use commas appropriately?
o Did writer avoid comma splices? (CS; separating two sentences with only a
 Did writer use semi-colons and colons appropriately?
Writing Style/Organization:
 Did writer follow funnel format? (note any deviations from funnel format)
 Were quotations (if used) effectively integrated into the paper? (In a paper of this
length, no more than 3 direct quotes should be used; writer does not have to use
any quotes)
 Did writer avoid plagiarism? (even when information is cited, it must be in the words
of the student writing the paper… not in the words of the author of the article. It is
NOT enough to change one or two words in a sentence)
Guidelines for Peer Review of Research Paper Draft (Continued)
Your Name:
Peer’s Name:________________________
 In the literature review, has the writer covered important content areas?
 If the study is about two main constructs, have both constructs been defined and
 Have the constructs been connected in the literature review?
 Have the gaps in the literature or problems in the literature been
 identified?
 Have the author’s hypotheses been clearly stated?

Are there any gaps where information that should be covered is not?
Has the writer included irrelevant information that should be left out?
In the methods section, has the writer covered important areas of content?
Did the author provide information about the number of people in the sample,
average age and age range, gender breakdown, ethnicity
Are all assessment measures listed and described?
Did the writer indicate how many items are on each assessment and the format that
the items are in (e.g., T/F, MC, Likert scale)?
Did the writer provide information about the possible scores on the assessment
measures and what the scores mean?
Did the author provide information about the reliability and validity of each
assessment measure?
Did the author provide enough information about the procedure for the
reader to
understand what was done and to replicate the study?
APA format:

Was APA format followed within the paper (citations done correctly?)
Was APA format followed for quotations? (cite must include page #)
Was APA format followed in the reference section?
Other Comments
Childhood Emotional Abuse and Stress Outline
Yousef Alghamdi
Childhood Emotional Abuse and Stress Outline
Children emotional abuse and stress is an increasing problem in the United States
(American Psychological Association, 2014).
a. Children who are emotionally abused and neglected face similar and at times worse
mental health problems that children who are physically or sexually abused (Poon &
Knight, 2012).
b. Nearly 3 million children are abused emotionally and succumb to stress every year in
the United States (APA, 2014).
c. The effects of children emotional abuse and stress effects can reflect in an
individual’s adulthood due to the mental damage that has been done by the abuse on
them when they were young (Poon & Knight, 2012).
Children who are emotionally abused and succumb to stress face many difficult issues
that may range from mental to even physical harm (Harkness et al, 2015).
a. Children emotional abuse may lead to psychological problems like anxiety,
posttraumatic stress disorder (PTSD) and depression (Harkness et al, 2015).
b. Abusive parents could have also been abused as children hence felt the need to be
aggressive to their own children (Harkness et al, 2015).
c. Some abusive parents could be forced to do it by mental disorders as well as drug
abuse such as alcohol and marijuana (Harkness et al, 2015).
The effects of emotional abuse can be seen in the children from a young age and affect
them later in life as adults (Stevens et al, 2013).
a. Most of these children might also abuse their children emotionally when they become
parents. It is mostly out of the issues that they had to go through in their lives as
children that make them abusive (Stevens et al, 2013).
b. Babies that are not cared for and succumb to emotional abuse and stress might end up
dying as they are not able to take it (Stevens et al, 2013).
c. As they grow children’s behavior is always affected. They become insecure, poor self
esteem, destructive behaviors and might even end up abusing drugs (Caldwell et al,
d. Some children have also ended up running away from their parents and guardians as
they try to relatives or facilities that understand them. Some of them have been
abused in other ways once they are away from their parents (Caldwell et al, 2013).
e. Children become isolated as they are stressed and do not feel that they belong with
the others that are free and not abused (Caldwell et al, 2013).
American Psychological Association (2014). Childhood Psychological Abuse as Harmful as
Sexual or Physical Abuse: Often unrecognized, emotional abuse prevalent form of child
abuse, study finds. Retrieved on 9th July 2016 from
Harkness, K., Bagby, R., Stewart, J., Larocque, C., Mazurka, R., Strauss, J., … Kennedy, J.
(2015). Childhood emotional and sexual maltreatment moderate the relation of the
serotonin transporter gene to stress generation. Journal of Abnormal Psychology, 124(2),
275-287. doi: 10.1037/abn0000034
Poon, C. M., & Knight, B. G. (2012). Emotional Reactivity to Network Stress in Middle and
Late Adulthood: The Role of Childhood Parental Emotional Abuse and
Support. Gerontologist, 52(6), 782-791.
Stevens, N. R., Gerhart, J., Goldsmith, R. E., Heath, N. M., Chesney, S. A., & Hobfoll, S. E.
(2013). Emotion Regulation Difficulties, Low Social Support, and Interpersonal Violence
Mediate the Link Between Childhood Abuse and Posttraumatic Stress
Symptoms. Behavior Therapy, 44(1), 152-161. doi:10.1016/j.beth.2012.09.003
James, C. A., Schwartz, D. R., Roberts, K. E., Hart, T. A., Loutfy, M. R., Myers, T., &
Calzavara, L. (2012). Childhood Emotional Abuse and Psychological Distress in Gay and
Bisexual Men.Journal Of Aggression, Maltreatment & Trauma, 21(8), 851-869.
Caldwell, J. G., Krug, M. K., Carter, C. S., & Minzenberg, M. J. (2014). Cognitive Control in the
Face of Fear: Reduced Cognitive-Emotional Flexibility in Women with a History of
Child Abuse.Journal Of Aggression, Maltreatment & Trauma, 23(5), 454-472.

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