Ryan,
Thanks for your comment (and I also saw you on the middle school discussion group, so welcome!). I know it sounds obvious, but the answer is scaffolding, scaffolding, and more scaffolding. Sometimes, as I'm sure you know, we assume middle schoolers are ready before they really are. It takes breaking down the rubrics' components and asking them to evaluate using those specific tools first before giving them the whole rubric.
For instance, when I ask students to peer edit, I have them first focus on comma usage only. They are total experts at comma usage. Only then do I add the proper use of dialogue. Etc...If we're talking giving advice to each other, have them focus on one component only, like the hook or the evidence. But first model. Perhaps a fishbowl model? Then make sure that you are walking around and giving advice as you supervise.
It's also about not getting discouraged and being consistent. You do it over and over, and slowly, but surely, their comments to each other will become more and more rigorous.
So, in a nutshell:
* Model how to give advice.
*Supervise (they aren't ready to do it totally alone)
*Scaffold
*Be Consistant
Oh, and one more thing: find great examples to publicly praise. The more great examples from the class you can identify and explain, the less actual teaching you will have to do because the lesson will be obvious.
Stick with it. Good luck, and let us know how it goes. Thanks for jumping in!
-Heather WG
