", and "Has the writer linked ideas where necessary?
State where links might be inserted." Second, they recommend establishing a basic formula to use whenever students respond to each other's papers.
In a point of view essay, for example, where students are stating an opinion, identifying reasons for that opinion, and supporting the reasons with elaboration, students could switch papers and use three different color highlighters to verify that the writer has stated an opinion (highlighting with blue), identified reasons (highlighting with pink), and supported those reasons with elaboration (highlighting with yellow).
This technique can also be used to draw attention to a stylistic device such as use of vivid verbs, a language convention such as spelling errors, or an organizational issue such as use of transition.
When I teach writing in my classroom, I teach it as a process.
Every part of the writing process, from the initial brainstorming to peer editing, is equally important and integrally essential to the final draft.
Second, the teacher must decide how to structure the activity. What kind of guidance will students get about the kind of feedback to give? Will students be given credit for reviewing each other's papers?
Will the teacher evaluate peer feedback for appropriateness? The answer to these questions will depend on the purpose of the activity, the dynamics of the class, and the nature of the writing assignment.
Simply designating a day for either peer editing and giving each student a red pen and free range to check his or her best friend’s paper is not enough.
Peer editing with mentor sentences is a great way to not only teach students how to write correct and effective thesis statements and topic sentences, but it also guides students in the because they are looking for and correcting or complementing specific aspects of the essay.