YOUR WORKSPACE
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Choose a draft, add one to five observations or questions, then review and copy.
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Start with the draft
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Comment 1 of 5
0 complete comments (up to 5)
Select the essay type before copy turns on. Then add at least one complete comment and check the do-not-rewrite box. Five comments is the maximum, not a quota.
Comment 1
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Copy the comment list
Paste this into a shared note or email. If a comment starts to sound like a better opening line, delete it and ask a question instead.
Select the essay type before copy turns on. Then add at least one complete comment and check the do-not-rewrite box. Five comments is the maximum, not a quota.
How to use this worksheet
Use this page when a student has asked you to read a draft. The output is one to five bounded comments and a signed-off promise not to rewrite. It is not essay coaching. For structure, voice, and revision craft, the student should use the college essay draft checklist. For standing household roles, use how parents can help without taking over.
| Allowed comment | Rewrite (do not do this) |
|---|---|
| Observation: "I got lost when the science-fair paragraph started." | "Start with: The science fair was the first time I..." |
| Question: "What did you want the reader to understand about that week?" | Replacing a sentence with a smoother version in your voice. |
When readers disagree
Different reactions can help your student see what a draft is communicating. Before suggesting another revision, sort the comments.
- Facts and requirements. Check accuracy, the prompt, and the word limit against the relevant source. A reader's preference cannot settle these questions.
- Unclear meaning. Ask each reader where they lost the thread. Your student may be able to clarify that moment without changing the whole essay.
- Preference. One person may like a quiet opening while another wants more action. Ask which version best expresses what your student wants to say.
For example, a parent wants a paragraph removed because it feels slow, and a teacher wants it kept because it explains the student's choice. The student can identify the context the reader needs, then decide whether to shorten or move it.
You can say, "Here is where I needed more context. You decide how to handle it." A further read can focus on that one question. More reviewers are not automatically the next step. Use the protocol to capture the observations you can explain, rather than resolving every difference for your student.
Your entries are temporary. Copy your comment list before leaving or reloading this page.
Build the comment list
Name the essay type, then write up to five observations or questions. One complete comment is enough to copy. Each slot has a character limit so the comment cannot become a replacement paragraph. The label is optional.