Consider sequencing the peer-review tasks in multiple workshops

If you want students to look for particular features of a document, students often feel most comfortable moving through a sequence from simply identifying a feature to evaluating it to suggesting revisions. Particularly if you give students multiple peer-review opportunities, keep this sequence in mind for workshop sheets that build on the prior one. And as you design these worksheets, label each level of task clearly so that students know if they are to identify or suggest revisions as part of a given peer-review session.