When they are ready for the editing stage of the writing process, students should edit their writing and then meet with a partner to engage in peer editing. Next, choose another student to serve as the peer editor for the piece that was just self-edited.
Before you begin, be sure to model and discuss each step of the writing process prewriting, drafting, revising, editing, and publishingpreferably using a whole-class story or class newsletter article.
Finally, discuss what went well and what could be improved in the editing steps that were modeled. The interaction between peers will help make the editing process more explicit.
Please note that the revising stage precedes editing. Afterward, include the entire class in a discussion about the process itself and ways in which the editing session will help the author and peer editor improve on their writing.
It is helpful to put the editing checklist on an overhead projector or document camera so all students can see the process. To do this, display sample text on an overhead projector, document camera, or SMART Board so that all students can view it.
While the students are working in groups, move from group to group to check their understanding of the editing process and use of the checklist.
Then, as you observe students during the editing process, you can rate their level of effectiveness as an editor by using simple marks, such as: This tool serves multiple purposes, including: That student works through the items in the self-edit column as the other students observe.
Student should have already worked through content revisions before reaching the editing step. It is helpful to select a student who has a good understanding of the criteria on the rubric, such as proper grammar and punctuation. Have students work in groups of two or three to edit one piece of writing.
Have the two students sit in the middle of the class so that all students can see and hear them as they work through the peer-editing phase. Model the use of the self-edit column with the displayed text, with you assuming the role of author.
To do this, first choose one student to model the self-editing phase. Then have a volunteer fill out the peer-edit column so that all students can hear and view the process. Prior to having students use this tool independently, it is important to model its use.Peer My writing starts with a HOOK The thesis statement is at the beginning of the essay (Introduction Paragraph).
There are at least 3 paragraphs – an introduction, body paragraph, and conclusion CHALLENGE: There are at least 5 paragraphs – an introduction, 3 body paragraphs with different details supporting your thesis, and a conclusion. Informative Essay — Peer Review I.
Read the draft from beginning to end. As you read, proof read. Mark any problems you notice with grammar, spelling, punctuation, or MLA format.
II. Write out your peer review on the reverse side of the essay’s final page. At the top of. I've modeled how this should look, moving beyond the Expository Peer Review Sheet, and having an organic conversation about their style and asking and answering questions.
Next, for this particular assessment, I had the partner check off from the Expository Essay Outline to make sure that every element was included.
Sample Peer Review Sheets. Click on a Peer Review sheet to download. All sheets are Word documents. General.
Peer Review Sheet #1; Emphasis on Argument. PEER REVIEW WORKSHEET Your Name: Student Reviewed: Spelling There are no spelling errors.
There are a few spelling errors. There are many spelling errors. Grammar There are no grammatical ultimedescente.com are a few grammatical.
Peer Review Worksheet Writer’s name: Reviewer’s name: Then reread the essays and complete a review sheet for each one. Plan to allow time to review worksheets and drafts with writer. Revising: Consider the comments you receive. Next class hand in your revised essay, the original essay, the worksheets and a brief paragraph explaining.Download