ESL Peer-Review Checklist for Paragraph Writing
Peer review shows a writer what a reader understands and what needs attention. This checklist asks for evidence, a useful suggestion and the writer's reason for a revision. It is designed for teen and adult learners working with short paragraphs.
No account is needed. Copy the checklist or use your browser's Print command; example feedback and models are hidden in print. The paragraph, comments and revision are original fictional materials, not learner results or automated feedback.
Set up the reader's job
Model one comment first. Read the brief and whole paragraph before marking. Partners choose one strength and one revision priority, pointing to the wording. Allow discussion and revision; avoid a competition to find errors.
Offer oral feedback, a shared fictional draft or teacher support where needed. Discuss the text. A peer's uncertainty is a reason to ask, not evidence of the writer's ability.
Five-point paragraph checklist
For each point, note clear, needs detail or ask the writer, with a phrase from the draft. These are discussion notes, not scores.
- Purpose and reader: Can I state the main recommendation? Does it address the people named in the brief?
- Reasons: Are there two different reasons, with enough explanation to understand each benefit?
- Facts and action: Do the day, time, place and requirements match the brief? Can the reader tell how to join?
- Order: Can I follow the recommendation, reasons and invitation? Point to any jump or repetition.
- Language and meaning: Which sentence is unclear? Explain what you understood and ask what the writer intended before suggesting a change.
For another writing task, adapt the required reasons and facts before using this checklist.
Practise on a fictional paragraph
Brief: Write 70–90 words recommending a conversation table to new learners at a learning centre. Give two distinct reasons and explain how to join. Learners practise everyday questions in pairs and can meet people from other classes. The session is Wednesday, 12:30–13:00, Room 6. It is free; no materials or booking are needed.
I recommend a conversation table for new learners at our centre. It is a good idea because it is good for speaking. We can do things together and it will be nice. You can come on Friday at 12:30 in Room 6. The activity is free and everyone must bring a book. I prefer this activity because it is useful. Please come and join us this week at our centre.
Use the checklist, then record a strength and one priority. Do not rewrite the whole paragraph for the writer.
A phrase that works, and why:
A phrase to discuss, and my suggested next step:
Writer's decision: accept, adapt or decline, because…
Make the feedback specific
Try: “The phrase ___ helps me understand ___.” Then: “I was unsure about ___. Could you ___?” Link the suggestion to the brief rather than to your personal preference.
Compare possible peer comments
- Strength: “Your first sentence names the activity and new learners. I know what you recommend and who it is for.”
- Fact check: “You wrote Friday, but the brief says Wednesday. Could you correct the day and add the finishing time? The book requirement also conflicts with the brief.”
- Develop a reason: “Good, nice and useful repeat a general opinion. What would a new learner actually do, and why might that help them?”
Choose one priority to discuss first; these examples are not a list to impose on a partner.
The writer chooses and checks
Explain which suggestion you will use and why. After revising, reread the whole paragraph against the brief. Ask the reader to identify the recommendation and joining details without your explanation.
See revision decisions and one improved model
Accept: “I will correct the day and remove the book rule because they contradict the brief.” Adapt: “I will explain two benefits in my own words.” Decline: if a peer suggests replacing recommend with advocate the implementation of, the writer can say, “I will keep the simpler wording because it is clear for new learners.”
I recommend the conversation table for new learners at our centre. You can practise everyday questions with a partner, so there is a clear way to start speaking. You can also meet people from other classes instead of speaking only to classmates. The table meets on Wednesday from 12:30 to 13:00 in Room 6. It is free, and you do not need to bring any materials. Just come to Room 6 and join a pair.
Other versions can work if both reasons and all practical facts are clear.
Try a fresh paragraph
Recommend a quiet reading corner to classmates in 70–90 words. It opens on Thursday, 13:00–13:30, in Room 2. Entry is free; bring a book or borrow one there. No booking is needed. Give two reasons for using it and explain how to join. Exchange drafts, use the checklist, and explain one decision about your partner's feedback.
Keep these short paragraphs in the classroom or a notebook. The online writing guide explains the separate 250-word platform workflow and provides sentence-level correction-code practice.
Common questions
Should peers correct every language error?
No. Start with the task, message and missing information. Choose one unclear sentence to discuss. Ask the teacher about uncertain language advice instead of presenting a guess as a rule.
Must the writer accept every suggestion?
No. Check suggestions against the brief and intended meaning. Accept, adapt or decline a suggestion with a reason; ask for clarification when the reader has identified a problem but the solution is unclear.
Preparation and reuse
By The Kingdom of English, with AI-assisted drafting and source checks. British Council guidance on peer response discusses clear tasks and constructive comments; UW–Madison's peer-review guidance recommends reading for purpose and prioritising substantial issues. This is a classroom resource, not a validated assessment. Copy or adapt it for your teaching with source credit.