Peer Edit With Perfection: Teaching Effective Peer-Editing Strategies

Overview Revising and editing are essential parts of the writing process. Whether or not you utilize a
writers' workshop model, students should still be familiar with and able to easily navigate the revising
and editing process. Peer editing is a very effective way to help students improve their writing. In this
lesson, students use a three-step peer-editing process that consists of compliments, suggestions, and
corrections. They practice the techniques on sample student writing and view a PowerPoint tutorial to
help reinforce the process. In conclusion, students use their knowledge to create a peer-editing
assessment tool.

From Theory to Practice Peterson, S. (Ed.). (2003). Untangling some knots in K–8 writing instruction.
Newark, DE: International Reading Association.
• Writing and revising in the classroom often involves peer discussion, whether in a one-to-one or
group setting.
• Editing is an arduous and unwelcome task for many students; peer editing can improve students'
interest in and enthusiasm for the revision stage of the writing process.
Tompkins, G.E. (2003). Teaching writing: Balancing process and product (4th ed.). Upper Saddle
River, NJ: Prentice Hall.

Student Objectives Students will

• Learn the definition of peer editing
• Understand and apply a three-step peer-editing process
• Peer edit sample student writing in a whole-group, small-group, and individual setting
• Use their knowledge of peer editing to develop a peer-editing assessment tool
Instructional Plan Preparation
1. Access and review the sample student work from the Massachusetts Department of Education–5
points and 4 points. Photocopy class sets of the writing samples or copy them onto transparencies for
whole-class practice.
2. Review the Peer Edit with Perfection! tutorial. Photocopy a class set of the Peer Edit with
Perfection! worksheet and print out one answer key for your reference.
3. Photocopy a class set of the Peer Edit with Perfection! handout for student reference.
Instruction and Activities

Peer Editing as a Whole Class

1. Introduce the concept of peer editing to students and define the term (i.e., students work with
someone their own age—usually someone in the same class—to help improve, revise, and edit a
piece of student writing). Brainstorm the pros and cons of peer editing and record students' thoughts
about the editing and revising process on chart paper.
2. Tell students that they will learn how to peer edit more effectively. Explain that they will look at
some samples of student writing. The writing prompt was

You woke up one morning and learned that it was snowing. School was closed for the
day! It was a dream come true. Suddenly you had to take a break from the usual routine
and do what you wanted to do. Write a story about a snow day off from school that you
 remember. Give enough details in your story to show what you did and how wonderful
the day was.

Note: For students who may be unfamiliar with a "snow day," you may need to do some additional
explaining.
3. Pass out (or use an overhead transparency) to show the sample student work–5 points. Read it aloud
to students. Explain that there are three steps to peer editing:

• Step 1: Compliments

• Step 2: Suggestions

• Step 3: Corrections

As you introduce each step, model a few compliments, suggestions, and corrections that you would
make on the sample writing piece.
4. Start with compliments. Talk about why it is important to give compliments first and the importance
of "staying positive." Ask students to brainstorm compliments that they could give for the 5-point
writing sample. Some things to look for may include

• Word choice

• Organization

• Sentence structure

• Opening and closing sentences

Record students' compliments on the board or have them record them on paper.
5. After students have brainstormed compliments, have them move on to the second step—suggestions.
Ask students to think of suggestions they would make to the author. Students should remember that
"put-downs" are not allowed. Remind students that they need to be specific when giving suggestions.
For example, "The second sentence in the third paragraph is confusing to me. Maybe you could
break it up into two separate sentences." Record students' suggestions on the board.
6. Lastly, have students make corrections on the sample by checking for spelling, grammar, and
punctuation errors. Depending on the skills and routines in your classroom, you may want to have
students use editing marks or simply circle or underline mistakes.
7. To end the session, pass out the Peer Editing with Perfection! handout and quickly review the three
steps to peer editing: compliments, suggestions, and corrections.
Peer Editing in Small Groups
1. Pass out copies of the sample student work–4 points, and divide the class into small groups of three
to four students each.
2. Ask students to fold a blank sheet of paper into thirds and label the first column compliments, the
second column suggestions, and the third column corrections.

Note: You may want to have students make corrections (the third step) directly on the writing
sample, especially if they are using editing marks.
3. Have students work with their group to peer edit the writing sample. They should follow the three
 steps learned in the previous session: start with compliments, then suggestions, and finally
corrections. Remind students to review their notes from the previous session if they get stuck on any
step.
4. When students are finished, bring the class back together and have the groups share their
compliments, suggestions, and corrections.
Individual Peer-Editing Practice
1. Distribute copies of the Peer Edit with Perfection! worksheet and have students use the classroom or
school computers to open and view the Peer Edit with Perfection! tutorial.
2. As students move through the PowerPoint tutorial, they should complete the worksheet.
3. Collect the worksheets when students are done with the tutorial.
4. Bring the class back together to review what they learned about peer editing.
Extensions
• Have students practice their skills by peer editing a piece written by a classmate. Implement and
instill the peer-editing technique by having students edit their classmates' written pieces on a
regular basis.
• Have students teach a fellow class to peer edit using the information they learned in this lesson.
Student Assessment/Reflections
• Review the Peer Edit with Perfection! worksheets completed during the PowerPoint tutorial.
Assess using the answer key.
• Work with the class to develop a peer-editing checklist for use with future peer editing. It should
include all three steps to peer editing.
• Start by asking students what they need to remember about the first step—
compliments. Guide the class to create one or two checklist items related to
compliments. Some ideas might include, "I gave the author of this piece at least two
compliments" or "I was specific about what I liked about this piece of writing."
Record these student-generated checklist items on the board or on chart paper.

• Move through the other two steps of peer editing (suggestions and corrections) and
generate several other checklist items. Some ideas might include, "I gave the author
detailed suggestions about how to improve this piece of writing" or "I marked all the
spelling and grammar errors that I saw in this piece of writing."

• Once students have generated six to seven checklist items, record and type them up.
Have students use the checklist as an assessment tool for future peer-editing
sessions.

IRA/NCTE Standards
4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.

6 - Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
 print and nonprint texts.

11 - Students participate as knowledgeable, reflective, creative, and critical members of a

variety of literacy communities.

12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).
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