Intended for high school-level essay responses, this document includes six separate "stations," or, in other words, six sheets with different elements of writing that students should consciously critique while editing their writing.
Personally, I have used these in the classroom by having students first individually write a rough draft, then bring it in to class the next day and work with their partners in these "stations" to edit each other's essays following each question about the essay posed (usually on a blank sheet of notebook paper, responding to each question with a complete sentence). In effect, students learn the teacher's expectations through meta-cognitively interacting with them, and they also become more familiar with the editing and revision process through peer critique rather than solely reading their own work.
After this activity, students can use their partner's feedback to write their final drafts, which could be turned in the following class.
Tips for using this peer editing station document:
1. You can combine all of these into one large document and create an easy rubric to grade final drafts with, aiding in both fairness and objectivity.
2. While students will edit in partners, they should still be seated at "stations" in small groups of their peers, allowing for collaboration and asking classmates questions when necessary.
3. The partner feedback can be collected for a separate grade, perhaps a homework grade or class participation grade.
4. Have your students take pictures of each station on their cellphones when you pass the sheets around every 8-10 minutes or so, so that any students who work at a slower pace can reference their photos while finishing up the writing of their peer critique.
5. In smaller classrooms, students can physically move from station to station. In my classroom of 33 students, though, I tend to be the one moving the sheets around, while students stay seated in their groups.
Good luck, and have fun! This is one of my favorite activities to do.