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There is value to be had from having students peer-edit each other's work. However, until I developed this worksheet/handout, I had long struggled how to get students to buy in, make the activity/learning meaningful to them, and most importantly, have them refrain from engaging in merely an exercise in going through the motions. You see, all too often, Peer Editing Worksheet ask "Yes / No" questions which students can tick off quickly and without really engaging with the material, or answer basic questions for improvement with useless, pithy answers like, "Try using different vocabulary." Sometimes I had wonder if my students had even bothered to read the classmate's work. Instead, they are more focused on handing in their own work, not realizing they are missing out on the learning that comes from peer-editing. Sound all too familiar?
This worksheet is different! It is designed so that students must read, comprehend, and engage with their peer's text. It asks them to do more than simply tick boxes; rather, they annotate the text based upon the worksheet criteria, resulting in a marked-up paper that evidences the time they spent reading (and re-reading), and analyzing their peer's paper. Indeed, I have found that students buy-in very well to this interactive exercise, as they must mark-up the text. To ensure they feel their labours do not go in vain, I have included an accompanying rubric so that they are awarded marks on how well they engage with the their classmate's writing.
I trust your students will find it as engaging as mine have, and that you will see the results in improvements in their own writing by analyzing their peer's writing.