Then stop. (They are not to write the answer.)
Pass to the next student.
Each student will have a new sheet of paper.
Write the answer to the question. Stop.
Pass. Write next question. Stop.
Pass. Write next answer.
Students are never to write both the question and the answer consecutively on the same paper.
What does this accomplish?
It makes the practice of writing more dynamic. At it's best, papers are flying pretty rapidly and giggling may break out. I always start either clockwise or counterclockwise. However, as students learn who are the faster or slower students, the papers are simply exchanged with whoever else is finished within reach.
When the exercise becomes an exchanging free-for-all, allowing some students to go slow without much stigma and the fast ones to go fast, the students must actually read the paper to see what to write next. They may also have to write the same question or answer twice in a row but on separate sheets.
Students will begin correcting one another as they read.
Students become familiar with what is a normal rate for writing and reading. This sets up some positive peer pressure to adjust one's pace but without making mistakes.
Since others are going to see what they're doing, since it's a team effort, there's a greater effort to be correct.
At it's worst, this exercise is stiff and we (myself or more capable students) need to verbally say the correct question or answer before the students are comfortable writing it. This may happen a couple of times before they start to become more independent.
This exercise requires some students to let go of their egos. Even though I have given them the sheet they're using, some are at first offended that their pristine first question will be sullied by another person's potentially flawed answer. Once they realize they're not being graded (and that they themselves may not be perfect), they relax. Something similar occurs when papers start passing quickly and some are taken aback that they have to write either a question or an answer more than one time. I just emphatically tell them to write and continue, not to hold up the process. In this way they begin to see themselves as a strong link in the process to get all papers through to the last question/answer sequence.
Writing rounds work well to build a sense of teamwork and to help the students remember the words, phrases and sequences that were part of the lesson. They often can then return to verbal practice better able to recall the dialogue in all its variations without looking at the textbook. It also provides everyone with a copy of all of those variations to take home.