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ir decisions.
Students write their essays anonymously. The teacher collects them in, shuffles them and redistributes them, along with a mark scheme. Students mark the essay they receive. Finally, authors reclaim their essays and discuss their results with the marker.


Redrafting
Redrafting is not always the most pleasurable activity. Students often find it hard to write an essay and baulk at the prospect of redoing it. Nonetheless, redrafting is an effective medicine if one can get past the bitter taste. The following activities might make the process a little easier.
Activities
Take in and mark your students essays. Set them a clear target which relates directly to what they have done in that essay. Give them one example of how they might alter their work. Return the essays and ask for a redraft based on the target, the identification of areas requiring improvement, and the example of what that improvement might look like.
Students write their essays and make a note at the bottom of what they would like an editor to focus on (for example, argument, grammar, key words and so on). Students swap essays and edit each others work paying special attention to what has been requested. The essays are returned and students use the editing to help them redraft their original piece.
Students receive a target, either from the teacher or via peer-assessment. They choose 2-3 paragraphs to redraft in line with the target. The original marker then looks at the new paragraphs and provides feedback.
Model Answers
A model answer is the ideal; it is the perfect mix of content and style, evaluation and analysis, argument and evidence. Some exam boards provide model answers as exemplars. You can create your own library by photocopying th