Name: ___________________________________ Period: ____________Date: _____________
Autobiographical letter peer edit
Part I. Read your peer’s letter once all the way through then number the first 6 sentences and
complete the chart below. You will need to diagram the sentences the same way we’ve been
doing so in class therefore it’s okay to write on your peer’s paper. Your notebook and grammar
sentence fluency packet will help you in this process. If you are not able to identify the
sentence type, (either because there is no subject/predicate pairing or because the sentence
does not have a main/independent clause) write “incomplete sentence” in the sentence type
column. This exercise will help your peer fix any initial grammatical errors and help them
determine if they need to varry their sentence openings (i.e. you don’t want every sentence to
start the same way).
Sentence
Number
First 4 words
Sentence type (simple,
compound, complex,
compound-complex)
# of words per sentence
Part II. Go through each paragraph and answer the questions below. If you cannot answer the
question that means then say “cannot find”. This means that the author will need to add this
for the final draft.
Introdcution
a) What are the life lessons this person learned? What are his/her future goals?
Body paragraph # 2
b) How was the first life lesson taught? (learning experience)
c) What is the evidence that the lesson was taught?
Body paragraph # 3
d) How was the second life lesson taught?
e) What is the evidence that the lesson was taught?
f) What interests will help the author pursue his/her future goals?
g) Does the author connect his/her life lessons to future goals? If, yes, how so? If he/she
does not connect. Offer suggestions to help make connections.
h) Finally, make sure the letter meets these basic requirements. Circle what the author
needs to add/fix
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12-point, easy-to-read font
Double spaced
Heading on LEFT-hand side of paper
Letter format with greeting and closing
1” margins
No slang (So...coulda, woulda, shoulda, kinda, like, sorta, etc)
Grammatically correct – sentences make sense and are correctly punctuated
Correct spelling
Variety of diction (word choice)