Archive for October 8, 2019

World Lit: Peer Editing!!


  • ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.)

Learning Target: I can strengthen my writing by editing and revising with a partner, in order to make sure I have achieved the purpose of informing my audience about my social issue.

Opening Session: Today we’re going to be peer editing your social issue essays! Any edits you or your peer make will count as part of your final draft – as in, if you insert a comma or fix a typo, we will not count those as errors when grading your essay.

While Mrs. Jones passes back your printed essays and some markers, let’s go over these editing marks!

Work Session: Today you’re going to have the first 30 minutes of the work session to read and carefully edit your partner’s paper. You need to go through line by line and mark anything you see wrong or confusing. Read the paper out loud! Talk about it with your partner! Make comments as well as editing marks! Mrs. Jones, Ms. Hannah and I have not graded these yet, so this is your chance to make sure you have the best possible paper to turn in!

Here is your Peer Editing Checklist!

Social Issue Essay Peer Editing Checklist

Essay Author: ____________________ Edited by: ___________________

  • 12-point, Times New Roman, double spaced
  • MLA Heading (Student name, teacher name, class name, date)
  • Title
  • No extra space between paragraphs
  • Paragraphs are indented
  • Works Cited at the end
  • At least 2 sources cited in the paper and in the Works Cited
  • At least 4 quotes in the paper
  • You can identify the thesis statement (hint: last sentence of the first paragraph. Does it tell what the paper is going to be about?)
  • No contractions – write out words like “can’t” and “don’t” as “cannot” and “do not.”
  • Numbers should be written out in words (write “four” instead of “4”)
  • Check for capitalization errors (capitalize proper nouns, the beginning of a sentence, etc.)
  • Check for punctuation errors (period at the end of a sentence, commas in a list, etc.)
  • Check for word choice errors (your/you’re, too/to/two, their/there/they’re)
  • Check for spelling errors
  • Check for slang or “texting” abbreviations (b/c, u, ur, idk)
  • Underline and make a note about anything that confuses you.

After your partner has thoroughly edited your paper, you will have a chance to make your own changes and edits. Take the last 15 minutes of the work session to make your paper perfection!

Closing Session: Tomorrow we are going to be recording Flipgrid videos to give a mini-presentation of your social issue. Your video maxes out at 5 minutes, and you should use at least 3 of those minutes to explain your issue. Although you don’t want to just read your paper (booooor-ing!) you should use your paper as a guide to make sure you completely explain your social issue. Use the last few minutes of class to prep for Flipgrid, because we will be recording them tomorrow during class.

Assessment: Summative: Essays are a major grade

Differentiation: Process (scaffolding, graphic organizers, checklists)