Peer editing can be done during class time or electronically outside of class, as the documents below--from Northwestern instructors--illustrate. The questions that students respond to can vary according to the nature of the assignment and the purpose of the peer review.
peer editing sheets for drafts
Peer editing sheets for two essay assignments in a freshman seminar. Providing very specific questions helps the editors give useful feedback and suggestions.
peer feedback form literature seminar
Students exchange drafts in class, complete the peer feedback form, and then discuss their written comments with one another. Students submit the forms with their drafts so that I can read them. I frequently refer to their peers' comments when I am writing my own comments on their drafts.
peer review Asian diaspora freshman seminar
Students do a close reading of one another's drafts to provide insight into what has and has not been conveyed by the draft.
research draft peer review
Prompts peer reviewers to comment on key pieces of information, logical organization, and conclusion
research paper introduction peer response
Prompts peer editor to comment on introduction, and prompts author to respond to those comments
research paper peer evaluation of claims
Prompts peer editor to evaluate the paper's effectiveness in supporting claims and addressing counter-arguments
peer editing science papers
Prompts peer editor to complete a checklist on the paper's content, structure, and grammar
getting the most out of peer reviews
A link to NU's Writing Place that explains how to make sure you benefit from sharing your writing with peers
peer review guidelines for a personal essay
These guidelines from a freshman seminar are aimed at pairs of students who are exchanging drafts before meeting individually with the instructor.
Peer Editing Guide
by Melanie Dawson
(printable version here)
Professors often break their classes into small groups that edit drafts of papers; this guide will help you to make thoughtful comments about another student's work.
First, read through a group member's essay in order to get a general idea of the writing. Does the essay make sense? Can you, after reading the essay once, summarize its main point or points? The paper doesn't have to convince you of a particular viewpoint, but it should be a thoughtful, coherent piece of writing that you can readily understand.
Can you find it? Does it accurately voice the main idea of the paper? Does the thesis state the main idea and some of the reasoning behind that idea? Is the thesis supported in the body of the paper? Is there any evidence or support for the thesis that is missing? Is there any information that contradicts the thesis? Is all of the textual evidence clearly related to the thesis? If some information is not relevant, can it be cut from the paper? If this information is necessary, how could the writer include it without undercutting his or her main ideas? (Hint: look at transitional phrases within sentences.)
Coherence and Clarity
Do any ideas seem vague? What can the writer explain more thoroughly that would help the reader?
Can you determine the paper's audience?
Is the purpose of the essay clear?
Does the introduction give the reader "clues" about the subject of the essay?
Is the conclusion a conclusion or a mere summary? Does the conclusion refer back to the introduction, and help to round out the essay?
As a reader, do you sense a structure in the paper? Can you determine a logic behind it? Are the ideas easy to follow in their arrangement?
Do the transitions (both between sentences and between paragraphs) help to connect ideas? If not, what other structural changes could the writer make? Would other transitional devices be more appropriate?
If the writer is working with fiction, is the plot summary of that fiction too lengthy? Or does the writer strike a good balance between his or her ideas and details from the story?
Is the paper interesting? What are the most interesting/convincing sections of the paper? How could the writer expand upon these sections or make the rest of the paper as interesting?
Are there sections of the paper that are better written than others? If so, do you think these sections are better focused, with the ideas more completely defined? How can the writer bring the rest of the essay up to this level?
Is the style understandable? Also, is the style appropriate for the intended audience? Are there too many linking verbs (is/are/was/were) in the writing? Check, too, for overuse of the passive voice ("was written").
Is the writer too tentative about his/her thoughts? Does s/he rely heavily on phrases such as "I think.." or "It seems" or "approximately"?
Is the research thoroughly documented?
Is the research integrated into the paper, or does it "weigh down" the paper, obscuring the writer's ideas? How could the writer more successfully integrate sources into his or her paper?
Marking the draft
If you are working with a photocopied version of a paper, feel free to write a few comments and suggestions. Careful, don't make the page "bleed" by marking too much, or by writing in red ink.
Make the meaning of each of these markings clear to the writer so that once your peer conference is over, he or she can refer to the marked draft as a guide in later revision.
- Draw a straight line ( _____ ) under words or images that strike you as effective. These words would include strong verbs, specific details, memorable phrases, and striking images.
- Draw a wavy line (~~~~~) under words or images that are weak or unconvincing. Put these lines under words the writer repeats too often, ideas that seem vague, flat, or unnecessary.
- Put brackets [ ] around sentences or groups of sentences that you think should be combined.
- Put parentheses ( ) around sentences that are awkward or don't make sense.
Back to 'Peer Editing Ideas'
Writer's Web | Writing Center | Make an Appointment | Library