Please note that the revising stage precedes editing. The interaction between peers will help make the editing process more explicit. Model the use of the self-edit column with the displayed text, with you assuming the role of author. To do this, first choose one student to model the self-editing phase.
Have students work in groups of two or three to edit one piece of writing. After the self-edit is complete, discuss the process with the students.
Then have a volunteer fill out the peer-edit column so that all students can hear and view the process. Prior to having students use this tool independently, it is important to model its use. Before you begin, be sure to model and discuss each step of the writing process prewriting, drafting, revising, editing, and publishingpreferably using a whole-class story or class newsletter article.
While the students are working in groups, move from group to group to check their understanding of the editing process and use of the checklist.
Have the two students sit in the middle of the class so that all students can see and hear them as they work through the peer-editing phase. Student should have already worked through content revisions before reaching the editing step.
When they are ready for the editing stage of the writing process, students should edit their writing and then meet with a partner to engage in peer editing. Then, as you observe students during the editing process, you can rate their level of effectiveness as an editor by using simple marks, such as: Afterward, include the entire class in a discussion about the process itself and ways in which the editing session will help the author and peer editor improve on their writing.
Finally, discuss what went well and what could be improved in the editing steps that were modeled.
It is helpful to select a student who has a good understanding of the criteria on the rubric, such as proper grammar and punctuation. Next, choose another student to serve as the peer editor for the piece that was just self-edited.
It is helpful to put the editing checklist on an overhead projector or document camera so all students can see the process. This tool serves multiple purposes, including:Revising and editing are two essential pieces of the writing process.
Revising refers to improving the content of the writing (ideas, order, clarify) while editing focuses on. Peer Editing checklist name _____ essay topic _____ 1.
Organization Introduction Introduction begins with an attention grabber or hook. Everything in the essay supports the thesis statement.
There is enough supporting evidence for each body paragraph. Descriptive and precise words are used. This basic checklist looks at key components needed in argumentative writing. This checklist allows for the students to edit work themselves and then allow for a peer to review and check that they included the components as well/5(10).
Persuasive Essay Editing Checklist. Introduction.
Content _____ Begins with a “hook” grabber _____ Contains sentences that provide background about the subject _____ The last sentence provides a thesis for or against the subject. Revising/Editing Strategies Revision is the ongoing process of improving the content of a piece of writing.
Writing can be improved through the addition or deletion of prose contained in a piece. Before you begin, be sure to model and discuss each step of the writing process (prewriting, drafting, revising, editing, and publishing), preferably using a whole-class story or class newsletter article.Download