Ms. Dankin, a high school ESOL teacher, wants to improve the grammar in essays written by students at the intermediate proficiency level. Which of the following is the most effective strategy for her to use?

While peer-editing can promote collaboration and help students learn from each other, it may not effectively address individual grammar issues faced by intermediate learners. Students may lack the necessary skills to provide constructive feedback, potentially leading to misunderstandings or insufficient correction of their peers’ grammatical errors.

Simply highlighting errors does not provide students with the guidance they need to understand their mistakes or learn from them. This method lacks the opportunity for clarification and does not engage students in a dialogue about their writing, which is essential for meaningful learning and improvement.

While indicating correct usage can be helpful, this method does not encourage students to actively engage with their errors or foster their critical thinking skills. It may lead to passive learning, where students see the correct form but do not understand the underlying grammatical rules or how to apply them independently in future writing.