Peer Conference Checklists
Notes for the Instructor
These handouts are designed to be part of a larger unit of study on a specific type of writing.
Before students get together to review their drafts, they will benefit from lessons on prewriting,
drafting, and revision which you can find in my Guide To Teaching Writing Workshop.
This is the process that I recommend for peer conferences:
Have students pair off. You could assign partners or let them choose their own depending on
the class.
The first partner should choose just one or two elements on which to get feedback. Students
often want to check off a list without doing much work, but getting them to focus in on a few
areas makes the conference more doable as well as more in-depth.
That partner should then hand over her essay. Without reading along, she should listen to her
partner read her essay to her out loud. This is probably the most important step of the process,
and it is also the hardest. Don’t let your students fake it by reading their own essays or by
reading along or by just handing off their essays to their partners.
The first partner should then write down anything she noticed by listening to her essay read
out loud. This could be any number of issues—that she repeats the word that too many times,
or that the introduction is boring, or that the essay really need some transitions, etc.
After that, the second partner who read out loud should check the appropriate box for the
chosen element as well as answer the question for that piece. The purpose of the question is to
have proof that students have done more than just check boxes.
The last step is for the students to discuss a few options to help with the chosen issue. They
should take notes on any ideas they have, and then the essay writer should take those notes
home.
I have also included the peer conference handout that I use with my AP classes to focus on
finding main ideas in essays. The process for this conference is outlined on the handout. In my
experience, these students are much more independent and can focus on more elements at once.
Assuming that students are working with three- to five-page papers, these conferences take
about twenty minutes for each essay.
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© Christina Gil
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Peer Conference Checklist for Descriptive Essays
1. Choose one or two items from the list to focus on during the peer conference. Tell your
partner what you would most like help with on your essay.
2. Have your partner read your essay out loud to you. Note here anything you notice
when you hear your own essay.
3. Have your partner check the boxes and answer the questions in parenthesis on the
back of this handout for each item on which you want to focus.
Excellent
Getting
there
not yet
Introductory paragraph introduces the topic or theme. (What is the
topic or theme?)
Introduction captures the reader’s attention. (Underline the sentence
or phrase that makes you want to read more.)
Essay includes details that appeal to the senses. (Write an “S” next to
every sensory detail.)
Uses vivid words or phrases that create images for the reader. (Circle
the most vivid images.)
Effectively uses simile, metaphor, and/or personification to describe
the subject. (Underline and write “fig. lang.” next to all figurative
language.)
Sentences are well-constructed with attention to variety in terms of
length and structure. (Put brackets around particularly effective
sentences or groups of sentences.)
4. Discuss a few things you might try to fix the problem(s) that you noticed during the
conference. Take notes here on what you discuss.
© Christina Gil
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Peer Conference Checklist for Cause and Effect Essays
1. Choose one or two items from the list to focus on during the peer conference. Tell your
partner what you would most like help with on your essay.
2. Have your partner read your essay out loud to you. Note here anything you notice
when you hear your own essay.
3. Have your partner check the boxes and answer the questions in parenthesis on the
back of this handout for each item on which you want to focus.
Excellent
Getting
there
not yet
Thesis is a clear, strong, original, insightful idea. (Write the thesis in
your own words.)
Extensive research, personal reflection, and/or investigation is used to
aid the writer’s understanding of the topic. (Write “E” next to
evidence.)
Excellent organization, containing all necessary parts of the essay.
(Outline the essay.)
Transitions are smooth. (Write “S” next to all transitions.)
Sentences are varied in their structure for maximum effect.
(Underline three especially effective sentences or combinations of
sentences.)
Word choice demonstrates an attention to detail and control of the
effect. (Circle at least five interesting words.)
Sentences are varied and interesting. (Underline or circle one
especially interesting sentence.)
Voice is strong and unique. (What kind of personality is conveyed
through the voice?)
4. Discuss a few things you might try to fix the problem(s) that you noticed during the
conference. Take notes here on what you discuss.
© Christina Gil
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Peer Conference Checklist for Short Stories
1. Choose one or two items from the list to focus on during the peer conference. Tell your
partner what you would most like help with on your essay.
2. Have your partner read your essay out loud to you. Note here anything you notice
when you hear your own essay.
3. Have your partner check the boxes and answer the questions in parenthesis on the
back of this handout for each item on which you want to focus.
Story Elements
Excellent
Getting
There
Not Yet
The exposition creatively engages the reader. (How does the
opening grab your attention?)
The exposition sets out a conflict, situation, or observance.
(Explain the conflict, situation, or observance in your own words.)
The exposition establishes a point of view and/or characters.
(What is the point of view or what do you know about the
characters?)
The story uses narrative techniques such as engaging dialogue,
artistic pacing, vivid description, or complex reflection. (Which
techniques does the story use? Give an example of an especially
effective piece.)
The story sequences events to create a coherent whole. (Make an
outline of the parts of the story.)
The story uses eloquent words, showing details, and rich, sensory
language to convey the story and its themes. (Quote a few
examples of effective word choice or phrasing.)
The conclusion artfully follows from and thoughtfully reflects on
the rest of the story. (What do you take away from the
conclusion?)
4. Discuss a few things you might try to fix the problem(s) that you noticed during the
conference. Take notes here on what you discuss.
© Christina Gil
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Peer Conference Checklist for Argument Essays
1. Choose one or two items from the list to focus on during the peer conference. Tell your
partner what you would most like help with on your essay.
2. Have your partner read your essay out loud to you. Note here anything you notice
when you hear your own essay.
3. Have your partner check the boxes and answer the questions in parenthesis on the
back of this handout for each item on which you want to focus.
Excellent
Getting
There
Not Yet
The essay introduces a compelling claim. (What is that claim? State
it in your own words.)
The essay takes a purposeful position on the issue. (What is the
suggested solution or change? Explain in your own words.)
The essay provides convincing and relevant data and evidence to
back up the claim. (Put a star next to each piece of evidence. Which
piece is the most convincing? Why?)
The essay skillfully addresses counterclaims. (What is the
counterclaim? How is it invalidated?)
The essay consistently addresses the audience’s knowledge level,
values, concerns, and possible biases. (Underline phrases or
sentences that help bring the reader through the argument, such as
quote or evidence introductions or explanations.)
The essay uses words, phrases, and clauses to link the major sections
of the text. (Underline transition words or phrases.)
The essay explains the relationship between the claim and reasons as
well as the evidence. (In your own words, how does the evidence
back up the claim?)
The essay correctly cites evidence both within the essay and in a
bibliography or works cited page.
4. Discuss a few things you might try to fix the problem(s) that you noticed during the
conference. Take notes here on what you discuss.
© Christina Gil
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Peer Conference for Personal Essays
1. Choose one or two items from the following list to focus on during each peer conference.
Tell your partner what you would most like help with on your essay.
2. Have your partner read your essay out loud to you. Note here anything you notice
when you hear your own essay.
3. Have your partner check the boxes and answer the questions in parenthesis on the
back of this handout for each item on which you want to focus.
Excellent Getting
there
not yet
Structured in an original and interesting way. (Make an outline
of the structure.)
Introduction grabs the reader. (Explain why the first line pulls
you in.)
Conclusion brings the essay to close in a meaningful way.
(With what impression are you left as a reader?)
Essay makes a point about the world or life in general through a
story. (What point does the essay make?)
Shows rather than tells with meaningful description.
(Underline or circle the most vivid description.)
Focuses on at least one specific event. (What is the event?)
Sentences are varied and interesting. (Underline or circle one
especially interesting sentence.)
Voice is strong and unique. (What kind of personality is
conveyed through the voice?)
4. Discuss a few things you might try to fix the problem(s). Take notes here on what you
discuss here.
© Christina Gil
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Peer Conference Handout for Literary Analysis Papers
Read a paper from any other student in class—you don’t necessarily have to trade.
1. Read through the paper from beginning to end, then put it aside and ask yourself: What
is the main idea or thesis of the paper? Without looking back at the paper, write that
idea in your own words. This should be a statement, not just a topic or theme.
2. Now go back and find that idea in the paper—it might not be in the thesis or in the
introductory paragraph. Quote the sentence or sentences that state the main idea.
3. Read over each body paragraph following the same steps: read a paragraph, put it aside,
write the main idea in your own words, then find the idea in the paragraph and quote
the sentence or sentences.
© Christina Gil
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