Virginia SOL 10.W.3.B
The Standard
Use peer- and self-evaluation to edit writing for clarity and quality of information, addressing strengths and making suggestions regarding how writing might be improved.
Virginia Standards of Learning for English
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students review their own drafts and a peer's draft using clear criteria. They identify strengths, point out unclear or incomplete information, suggest specific changes, and revise their work.
What Mastery Looks Like
- A student gives feedback tied to exact words or ideas in a draft. The student names a strength, identifies a clear improvement, and makes a useful revision based on feedback.
Common Misconceptions
- Students may treat editing as grammar correction only and ignore unclear ideas or weak support. They may give vague praise, rewrite a peer's voice, or accept every suggestion without judging its value.
How to Assess It
- Give students a short draft and ask them to mark one strength, one unclear point, and one missing detail, then revise one sentence.
Lesson moves
Ways to Teach It
Give pairs printed drafts and two highlighters to mark one clear, well-supported passage and one place needing clarification or added evidence.
Ask students to write: Which peer comment most improved your draft, and what exact change did you make because of it?
Run a feedback sort with comment cards; teams label each comment specific, vague, useful, or controlling, then rewrite weak comments.
Have students edit a mock school newsletter article, checking whether readers can understand the message and trust the supporting information.
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Printable 10.W.3.B Worksheet
A ready-to-print activity worksheet aligned to 10.W.3.B, with an answer key for the teacher on its own page. No account needed.
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