This PEER revision and proof-reading activity can be used after any writing activity in your classroom. It should be done after the first (or rough) drafts have been written – before students begin on their final drafts. Getting students involved in a peer writing assessment benefits all the writers in your classroom – when the students begin to be able to identify strengths and areas of concern in their partners’ work, they can transfer this knowledge to their own work during the writing process.
Students will exchange their own writing drafts with a partner. Display each page of this PDF over the projector and read through instructions. Allow students time to complete the instructions on each slide (using their partners' writing drafts) before moving on to the next. Students will need a variety of colored pencils or markers to complete this activity. I have kept the colors the same as my Building Better Writing Responses
resource to keep the consistency if you use this resource with your class.
Each page in the PDF contains a sample writing piece. Use this piece to model to students the correct way to mark (color code) their partner’s work.
This resource also contains a peer conference sheet that students will complete at the end of the activity. This conference sheet will then be used to help during the writing of the final drafts. The last slide asks students to reflect on this assessment process. I would ask the question aloud, let students share with their partner first, then the whole group.
This resource is included in my WRITING REVISION ACTIVITY BUNDLE which you can view by clicking HERE.
I have a similar resource geared to SELF editing that you can view by clicking HERE.