Student Editing for Grammar, Spelling, and Punctuation
Note to teacher: Feel free to add/delete steps depending on what you would like to emphasize. Students in
earlier grades can begin with just one or two steps and build to more than three. This process is easiest if
students have double-spaced when typing or skipped every other line when writing. Students may edit their
own or someone else’s paper. It works well to have students work in pairs or groups of three on their papers.
(Erase this paragraph before distributing to students.)
1.) Circle all “to be” verbs in any color. (am, are, is, was, were, be, being, been) Using “to be” verbs is very
passive. To make your writing more active and engaging, rewrite half of the sentences with “to be” verbs so
that those sentences no longer uses a “to be” verb.
2.) Using two different colors of highlighters or pens, highlight or underline alternating sentences beginning at
the first of each sentence and ending with end punctuation (period, exclamation point, question mark). In other
words, the first sentence might be highlighted/underlined in green. The second sentence in pink. The third
sentence in green, etc.
 If sentences are extremely short, look for fragments.
 If sentences are extremely long, look for run-ons.
 If all of your sentences are the same length, vary them. Short sentences can be dramatic! Longer
sentences can contain descriptions. If you have too many short sentences, try combining them with
some of the following:
F—for
A—and
N—nor
B—but
O—or
Y—yet
S—so
Magic words:
moreover
in addition
however
because
since
near
therefore
in conclusion
similarly
although
as
finally
for example
if
as a result
unless
while
beyond
3.) In any color, “X” out every time the following words appear: “very,” “really,” “a lot.” These words are too
vague. Use a more specific descriptor.
4.) [Bracket] the first word in every sentence. Make sure the first word is capitalized and is not repeated
frequently. Try to vary sentence beginnings.
5.) Draw a triangle around the word “it” every time it appears. Replace “it” with a more specific noun, if
possible.
6.) Draw a wavy line under repeated words or phrases (more than three times). Try to eliminate or change.
7.) In the margin, number the paragraphs. Are there multiple paragraphs? Is each a reasonable length?
8.) Read backwards and check for spelling.