Virginia SOL 11.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 for clear ideas, accurate information, and useful detail. They name strengths, suggest specific changes, and use relevant feedback when revising.
What Mastery Looks Like
- Students point to exact passages when naming strengths or problems. Their feedback suggests a clear action, such as adding evidence, defining a term, reordering ideas, or cutting repetition.
Common Misconceptions
- Students may treat editing as grammar correction only. They may give vague comments like “add detail,” rewrite a peer’s work in their own voice, or accept every suggestion without judging it.
How to Assess It
- Have students mark one effective sentence and one unclear or incomplete sentence in their own draft. Ask them to revise the weaker sentence and explain the change.
Lesson moves
Ways to Teach It
Color-code a printed draft, using green for clear information, yellow for weak spots, and sticky notes for specific revision steps.
Ask partners, “Where did the writing become unclear, and what exact change would help the reader?”
Sort feedback cards into useful and vague piles, then rewrite each vague comment as a specific revision request.
Edit a school announcement for missing details and confusing wording, then compare the original and revised versions.
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Printable 11.W.3.B Worksheet
A ready-to-print activity worksheet aligned to 11.W.3.B, with an answer key for the teacher on its own page. No account needed.
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