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- Every time a student turns in a paper, we have a peer editing session. I randomly distribute the papers in the class. Students use the AP Rubric for Scoring Papers that I created (regardless of the class). I find that the rigor of the AP Rubric encourages students to perform better, and for grade 9 and 10 students, it hopefully prepares them for AP English, if they qualify. Of course, I explain the AP Rubric thoroughly. See handout: http://www.synthesizingeducation.net/2014/06/essay-rubric-for-all-classes.html
- The students are told to mark and comment in the margins of their peer's paper about anything. They are also encouraged to fix mistakes in spelling and grammar, and even suggest how to rewrite a sentence. I explain that they have been in school a long time, and know the types of comments that teachers write on papers. I also model for them how to score/grade. I tell them what mistakes to look for in particular. I encourage them to write both positive comments and comments about how to improve.
- After students have thoroughly marked up a peer's paper, I tell them to attach a "Dear Scholar" letter to the front of the essay in which they summarize the strengths and weaknesses of the paper. I also tell them to determine an AP Essay score using the rubric. At the top of the "Dear Scholar" letter, they must write the editor name and the name on the paper.
- The students then turn the peer-edited papers into me, and I, of course, grade/score them with additional comments. I also cross out comments by editors that I think are incorrect and circle those that I like. This process of having students review one another's papers has several benefits: a) it cuts down on the teacher marking the paper for obvious errors in formatting and mechanics, and much of the peer commentary about content is on target; b) students practice their skills of evaluation, editing, and proofreading; c) it affords students the opportunity to see how others handled the assigned topic and may prompt them to write better in the future through reviewing peer examples; d) it enables the teacher to assess the student who wrote the paper AND to see how discerning the editor is at finding both mistakes and good examples of writing (allowing the teacher to see how much the editor has progressed in his/her skill set).
- I also utilize cooperative writing. Sometimes I have students write a paper with a peer. They must first write their own essays and then they blend the best of both in a collaborative essay that receives the same grade (they must staple to the back of the collaborative essay, the individual essays). Group essays are also a technique that I use (no more than four students). In the group process, I tell students that each one of them must write at least three paragraphs, then meet up again (in class) to combine the best from all of the essays (again they staple the individual writings behind the group essay). Essentially, students end up with 12 paragraphs from which they can choose the best writing and examples. If the writing assignment is an analysis of a text, I suggest that they decide ahead of time who will write about the first part of the passage, the middle part, and the end part (there can be overlap) before they begin writing on their own, and before they meet to piece the final group essay together. The final group essay, I tell them, must include writing from all the individual essays.
- I also have told students that they will write several essays and keep them in a portfolio. At the end of a period of time, I randomly tell them which essay I am grading. I do not allow them to choose the essay to be graded. Students often will put less effort into writing some of the essays if they know the choice of the essay to be graded will be up to them.
- I also will begin to utilize the Comment Code sheet below, as I find that I repeatedly write the same comments over and over. I will distribute this Comment Code handout, a proofreading symbol handout, the AP Scoring handout, and a series of handouts on how to write specific essay types. All of these materials provide ample support for writing and evaluation. I will encourage students to use the Comment Code handout in peer editing sessions. In this way, they will familiarize themselves with the meanings of the comment codes.
- For every essay that a student writes on his/her own, he/she must write a "Reflection on How to Improve in Essay Writing" that they then turn in to me. This activity forces the students to actually read and reflect upon teacher comments. I tell students that this reflection must include every comment/mark on their essay, including misspellings and mistakes in mechanics.
Click on the following link for some other possible inspiration: http://cte.virginia.edu/resources/a-method-for-grading-essays-in-any-course/
****Scholars: It is up to you to take responsibility for improving your writing. Every time I return an essay to you, I provide comments, and you, in turn, must write a Reflection on How to Improve Your Writing, which you then need to turn in to me.
Carefully read the comments that apply to the abbreviations (codes) I have written on your essay. Then reflect upon how to improve your writing by reading the information below for each comment code on your paper. For every comment code I have written on your essay, you must write what you will do in your next paper to improve. Of course, you do not need to write the explanations below in their entirety, but you should definitely paraphrase them in your list of improvements, and mention the main points. Reflection equals Thinking equals Improved Writing. You are participating in a process called "metacognition" by doing this exercise.
¶ Create a new paragraph. Indent. If I write this at the top of your paper it means you need to use more paragraphs. All essays should have good transitions and paragraphs, not one large block of text!
^ Insert. It could mean to insert some text that I have suggested. If the caret is in the upper right-hand corner of the page, it means to insert your last name followed by a space, followed by the page number on every page of your essay. There should be no comma between your name and the page number, and no "p" or "pg."
√ This checkmark means I am pointing out something that you have done well. It could be a good example, a requirement of the essay, an insightful thought, or good commentary or elaboration.
# Insert a space. (I know this is also the number sign, but as a proofreading symbol it means that a space is lacking.)
/ If I put this mark through a letter, it means to lowercase that letter. I may also write lc (lowercase).
ana You need to ANALYZE. Discuss the EFFECTS of a rhetorical device, example, or quote that you have included. Explain WHY or HOW this particular example is effective. Think SOAPS to guide you. You should write at least two commentary sentences for each example/quote that you specify. Think about how this particular quote relates to theme, tone, mood, or purpose in the piece of writing. Why is it a good example for this particular audience? Avoid simplistic statements such as the device/example is used "for emphasis" or "to draw the reader in" or "to create a picture in the mind of the audience." Get at the meaning of the words. Avoid straight summary in analysis.
at You must always include the author's name and the title of the work you are discussing in the introductory paragraph.
at You must always include the author's name and the title of the work you are discussing in the introductory paragraph.
awk Your phrasing or sentence is awkward. You need to rewrite so that your meaning is more clear and exact. It could mean your wording is confusing or your sentence structure needs improvement.
bspec You need to be more specific. "Specificity is key!" You are too general or vague. Provide a specific/concrete example or examples to support your point(s).
cap Make a capital letter. I may also indicate this by writing three lines underneath a letter. I may also write uc (uppercase).
conf This section is confusing. You need to reword so that your meaning is more clear and exact. See awk above.
db Double space the text throughout. No extra space between the heading and the title. No extra space between the paragraphs.
dbpq Don't begin the first sentence of a paragraph with a quotation. You should always begin a paragraph with a few sentences of your own ideas, commentary.
dbpq Don't begin the first sentence of a paragraph with a quotation. You should always begin a paragraph with a few sentences of your own ideas, commentary.
del Cut this text out. It is not needed. I may also draw a line with a loop at the end through the text (that is a proofreading symbol).
dig Dig deeper. Your discussion is too superficial. Think more deeply about the point that you are trying to make. Make a better point.
dnb Do not bold this text.
dnu Do not underline this text.
ef See ana above. You need to ANALYZE. Discuss the EFFECTS of a rhetorical device or quote. Explain WHY or HOW this particular example is effective. Think SOAPS to guide you. You should write at least two commentary sentences for each example/quote that you specify. Think about how this particular quote relates to theme, tone, mood, or purpose in the piece of writing. Why is it a good example for this particular audience? Avoid simplistic statements such as the device/example is used "for emphasis" or "to draw the reader in" or "to create a picture in the mind of the audience." Get at the meaning of the words. Avoid straight summary in analysis.
elab You need additional sentences of commentary. See ana and ef.
form Your formatting is incorrect. It could mean that you did not format your heading correctly. It could mean that you made a mistake in MLA formatting in terms of margin width, spacing, title, citation format, Works Cited page, or page numbering.
frag This is a sentence fragment. A sentence should have both a subject and a verb.
marg Your margins are the wrong size. They should be one inch all around.
mcon This section is too long, wordy, or redundant. You need to make this section more concise and to the point.
mech You have a mistake in grammar or sentence structure. If I write this at the top of your paper, it means there are too many mistakes in grammar or mechanics.
mla Your paper does not meet the requirements for the correct MLA format. See form above.
mtc Make your tenses consistent throughout your paper.
mtc Make your tenses consistent throughout your paper.
nn This information is not needed.
nmex You need to provide more examples in this section. It could mean that you need to provide more examples throughout if I write the abbreviation at the top of your paper.
nst You need a stronger, more clear thesis. It could mean a thesis is lacking.
obv You are stating the obvious. This text is unnecessary.
omit Cut this section out.
ort You are "on the right track" here. Maybe you wrote something good in that section of the paper. It could also mean that you would have done better on the essay as a whole, if only you had written a longer, more comprehensive essay, or more sections of this quality.
ort You are "on the right track" here. Maybe you wrote something good in that section of the paper. It could also mean that you would have done better on the essay as a whole, if only you had written a longer, more comprehensive essay, or more sections of this quality.
pen Your penmanship needs to be neater, clearer, or larger.
pca Provide a counterargument (for the argumentative essay). Anticipate what your opposition is thinking. Address that point. Provide a good argument against your opposition's point.
psup You need to provide good support/examples/evidence/textual citation for the point that you are making.
ptsh Your paragraph is too short.
qtl Your quote is too long. Remember to quote words and phrases (occasionally one short sentence). Paraphrase the section that you are citing and then put quotation marks around significant/important words that the author is using. Remember that all good essays should be mostly your sentences/commentary/ideas. If you have more quotations than your own original sentences, you have written a poor essay.
red This section is redundant or repetitive. You have already made the point someplace else in your paper.
ro This is a run-on sentence. Shorten it. Break it into more than one sentence.
rword You need to reword this section to make your meaning clearer. See awk, conf, and va.
scom If you see this at the top of your paper or underneath your score/grade, it simply means to read my comments throughout your essay (obviously I mean the comment codes).
seb Save your elaboration (examples, quotes, commentary on specifics) for the body paragraphs of the essay, not the introductory paragraph. The introductory paragraph begins with a good hook/lead, followed by a one- or two- sentence thesis, followed by a transition sentence or sentences to the body of your essay.
slop Your writing needs to show more care and precision. See awk, conf, and va.
slop Your writing needs to show more care and precision. See awk, conf, and va.
sp The spelling is incorrect.
stsum You wrote straight summary here, or throughout the paper. Straight summary is not appropriate for an Analysis Essay, or any other essay that you write for my class, unless of course, I require a summary for some reason. You may have summary sentences, but that is it.
tchat Your voice is "too chatty" or conversational. Use formal English in an essay. Don't have a conversation with the reader: "Now I am going to tell you . . ."; "In this paper I will . . ."; "As I said above . . ."
tgen You are writing too generally. Be more specific and concrete with your example or examples. See bspec above.
ulp Use the "literary present tense" when writing an essay about literature.
und You need to underline.
va Your meaning in this section of the text is vague, unclear, or confusing. See awk, conf, and slop.
wc Watch your word choice. Maybe you are using slang or unsophisticated language. Always use formal English. Maybe the word that you have chosen is too general or exaggerates a point. Your word may also be used incorrectly. Always be precise with your diction (words).
Also see the following pdf for Proofreading and Editing Symbols followed by exercises:
