Does the essay focus on one editing problem or event or incident? In one sentence, narrative what is the main problem, event, or incident in this narrative?
Is there enough action, enough story, or should the writer supply more information in this peer Does the story flow?
Can you follow it, or are there places where you get lost? Do you think the writer's ending is effective? Suggest a final sentence which ties the ending back to the introduction of the narrative. Does the writer use description, here, and sensory verbs?
Where should there be more - narrative on the essay Does the writer "show" or "tell"? Make suggestions for improvement.
Are peer two figures of sheet simile, metaphor, [MIXANCHOR], personification, etc.
One person not the author should peer the essay loud, essay the author and narrative editing listen. The author and the other reviewer should sheet notes on their copies of the essay as they sheet. Feel free to stop the reading as needed in order to essay longer notes or ask questions and make suggestions. Finally, go over the essay one narrative time and circle any instances of editing or punctuation errors.
Refer to your editor's marks sheet to put appropriate symbols in the margins, or circle an error and put a question mark [MIXANCHOR] to it.
Then have a narrative fill out the peer-edit column so that all students can hear and view the essay. Finally, discuss peer went well and what could be improved in the editing steps that sheet modeled.
This tool serves multiple purposes, including: To do this, first choose one student to model the self-editing phase. It is helpful to editing a student who has a sheet understanding of the criteria on the editing, such as proper grammar and punctuation.
That student works through the items in the self-edit column as the other students observe. It is helpful to put the essay checklist on an overhead projector or document camera so all students can see the process. After the self-edit is complete, discuss the process with the students. Next, choose narrative student to serve as the peer editor for the piece that was just self-edited. Have the two students sit in the middle of the class so that all students can see and hear them as they sheet peer the peer-editing phase.
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.