I tried this with my English 101 class last week to great success. After reviewing the criteria for writing a good evaluative essay (including, ironically, establishing criteria), they read a copy of a review of something (one day I had them bring in reviews of things they liked–I saw reviews of movies, music, cameras, and a Snuggie–the next day I gave them positive and negative book reviews of Catcher In the Rye, as Salinger had just passed away).
After they studied their piece, I asked them to write a paragraph or two on the back, evaluating the review. How effective was it? Was it crafted suitably for the intended audience? Did it give sufficient background information (or too much) on the item being reviewed? Etc.
Then I had them exchange papers with another student, who then read their review of the original item’s review. I then had them write a paragraph reviewing the review that had just been written by their peer, using the same criteria.
Then I had them trade papers with someone else, who then read everything written so far, and who then wrote a review of the most recent review (which itself, remember, was reviewing a review). By this time, they were adequately cognizant of writing with the requirements for good evaluation in mind. I thought about extending this exercise to further rounds, but decided that this was silly enough. But it worked!
Gently Hew Stone 
That’s an interesting way of making repetition less boring. Doing something once or twice doesn’t stick with us so well, but repeating it many times in relatively rapid succession makes it stick better.