This paper examines a discussion among a teacher and four Latin-American women in a family literacy class who engage for the first time in the practice of peer-editing a learner's text. In the analysis, it becomes evident that they have different ideas of and responses to the text. Whereas the teacher's focus is on revising the textual elements, the learners use the text to explore and negotiate their maternal practices. The conclusions are two-fold: pedagogy can benefit from a broadened definition of literate activity; and secondly, classroom practices, such as peer-editing, are social constructs and need to be explicitly scaffolded.