writing checklist printable

Editing Checklist for Self- and Peer Editing

About this printout

This helpful tool will give your students the opportunity to edit their own writing and then observe as their peers edit the same work.

Teaching with this printout

More ideas to try, related resources.

Before you begin, be sure to model and discuss each step of the writing process (prewriting, drafting, revising, editing, and publishing), preferably using a whole-class story or class newsletter article. Please note that the revising stage precedes editing. Student should have already worked through content revisions before reaching the editing step. When they are ready for the editing stage of the writing process, students should edit their writing and then meet with a partner to engage in peer editing. Prior to having students use this tool independently, it is important to model its use. To do this, display sample text on an overhead projector, document camera, or SMART Board so that all students can view it. Model the use of the self-edit column with the displayed text, with you assuming the role of author. Then have a volunteer fill out the peer-edit column so that all students can hear and view the process. Finally, discuss what went well and what could be improved in the editing steps that were modeled. This tool serves multiple purposes, including:

• The self-edit step

encourages students to evaluate specific features of their writing, increasing self-awareness of writing conventions keeps the pen in the writer’s hand for the initial editing phase

• The peer-edit step

helps build a learning community in which peers work collaboratively heightens the awareness of various print and grammatical conventions for the peer editor and the author

• Use a fish-bowl technique to allow the class to view a self- and peer-edit session of two of their classmates. To do this, first choose one student to model the self-editing phase. It is helpful to select a student who has a good understanding of the criteria on the rubric, such as proper grammar and punctuation. That student works through the items in the self-edit column as the other students observe. It is helpful to put the editing checklist on an overhead projector or document camera so all students can see the process. After the self-edit is complete, discuss the process with the students. Next, choose another student to serve as the peer editor for the piece that was just self-edited.  Have the two students sit in the middle of the class so that all students can see and hear them as they work through the peer-editing phase. Afterward, include the entire class in a discussion about the process itself and ways in which the editing session will help the author and peer editor improve on their writing.
• Have students work in groups of two or three to edit one piece of writing. The interaction between peers will help make the editing process more explicit. While the students are working in groups, move from group to group to check their understanding of the editing process and use of the checklist. Try to notice groups that lack comments in the “Comments and Suggestions” columns and encourage them to use this section to provide feedback to the writer, particularly for criteria that lack a check mark. To guide them, you could ask, “What do you think you could write in the ‘Comments’ section to help the writer fix this error?” Be sure to tell students that if they are unable to mark a check in the “After completing each step, place a check here” column, they must indicate the reason why they cannot check it in the “Comments and Suggestions” column.
• If your school uses a team approach for grouping students (a group of students who all share the same content area teachers), consider encouraging other team teachers to use this checklist in their respective content areas. Consistency in the editing process will help students understand that the editing process can apply to all written pieces, regardless of the content area.
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This strategy guide explains the writing process and offers practical methods for applying it in your classroom to help students become proficient writers.

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Visual Writing & Editing Checklist for Students

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Being able to self-check your written work is an important executive function skill for all students. I've created a new free download that gives your student a writing and editing checklist they can use at their desk or have hanging on the wall.

This writing and editing checklist is based on the CUPS editing checklist introduced in The Write Genre (2004) by Lori Jamison Rog and Paul Kropp.

When I was working with older writers, 2nd grade, and above I used a modified version of this checklist that I added to. Many of the children I was working with had difficulty keeping their letters on the line and spacing their words appropriately. So I added these two things to look for when editing their work.

Many children can benefit from visual reminders, not just written checklists. So I've included clip-art on these checklists to help give students a visual reminder that corresponds with what they are to check their work for.

Since each student is different, I've included a variety of checklists, some with color, others black and white, some with clip-art, and others without. Just pick which option you think would be best for your student to use.

There are also individual checklists that can be used at a child's desk as a reminder.

I've also included Google Slide versions that you can access in this PDF file. If you are working virtually with students, they can still benefit from a checklist during written work. You can also send a checklist to them to use at home.

Get Your Free Writing & Editing Checklist

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Need more resources for handwriting? Check out my resources below.

• When Should I Teach My Child to Write?
• Activities to Improve Letter Formations
• How to Fix Poor Spacing in Handwriting
• Activities for Fine Motor Skill Development

Heather Greutman, COTA

Heather Greutman is a Certified Occupational Therapy Assistant with experience in school-based OT services for preschool through high school. She uses her background to share child development tips, tools, and strategies for parents, educators, and therapists. She is the author of many ebooks including The Basics of Fine Motor Skills, and Basics of Pre-Writing Skills, and co-author of Sensory Processing Explained: A Handbook for Parents and Educators.

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