Peer-Editing Worksheet for Expository Essay
R. W. Cooper, Instructor
1. Have your partner read your paper out loud to you. If he or she (or you!) cannot understand what is being said, change the paper at this time so that your message is clear. Correct grammar errors that you notice at this time. Then repeat the process with your partner’s paper.
Does this essay have a clearly stated thesis? Write the thesis statement.
Does this essay use several examples to support the thesis? List the examples (a word or two will suffice).
Are there any of the three major errors: sentence fragments, run-on sentences, subject/verb agreement problems? ________
Are there spelling or punctuation errors? _______
Are there any parallel-structure errors? ________
Are there any split-infinitive errors? __________
Are there any pronoun-reference errors? _______
What is the total word count? _______
Based on your evaluation, what number grade would you assess? ________
Peer Editor’s Signature: ___________________________________________
Professor Cooper argues that peer editing should be an essential component in the development of all essays. Here’s an outline of his approach:
Write an assignment or use one of the many available in the Criterion service.
Schedule a day in the computer lab. (Note: If you have only one computer in your classroom, use it as a demonstration tool.)
Read and comment on all drafts before starting the peer-editing exercise.
Distribute two peer-editing worksheets to pairs of students to complete as they read each other’s papers aloud.
Print hard copies of essays written in the Criterion service as you begin the peer-editing process.
Use the Trait Feedback Analysis screen to record items on the Peer-Editing Worksheet.
Review each tab, look at the problems, and discuss suggested ways to correct mistakes.
Attach the Peer-Editing Worksheets to the printed drafts.
Submit them to the instructor.
At this point, the instructor should tally the recurring problems in the student essays. Next, the instructor can plan future lessons to address the problems that occur most frequently. In addition, the instructor should write individual prescriptions for students to get extra help and plan lessons around areas where students are having problems.