Conventions

A Criteria Checklist

http://www.longleaf.net/ggrow/checklist.html

For a Magazine Writing Course

Rate each item on a scale from 0 (Poor) to 10 (Great).

_____ 1. The topic is clearly focused, manageable; strongly presented in the title, subtitle, and opening; article develops topic without digressing.

_____ 2. The article has a title that attracts readers' attention, a subtitle that helps them know what to expect, and an opening that draws them into the piece.

_____ 3. The article is clearly addressed to a specific magazine and audience.

_____ 4. The type of article (How To, Profile, Travel, etc.) is clear, well-chosen and well carried through.

_____ 5. The article contains correct facts and specific details that reflect that the author has done the necessary research. Attribution is handled well and gracefully.

_____ 6. The subject is featurized through effective use of anecdote, narration, quotation, characterization, description, humor, and emotional writing.

_____ 7. The body of the article is clearly organized to develop the topic in a natural way, making it easy to follow and recall.

_____ 8. Each paragraph has a controlling idea, solid detail, smooth transitions. Paragraphs display appropriate methods of development, such as narration, description, examples, comparison, classification, process analysis, definition, and persuasion.

_____ 9. The article has a definite and effective ending that satisfies the opening, the subject, and the treatment.

_____ 10. It is well written. It has sentence variety, good word choice, an appropriate and consistent tone. It is concise, grammatically correct, told at the right level of formality and technicality and uses terms consistently. The passive voice is used sparingly and skillfully.

_____ 11. The manuscript is in correct form. Errors have been corrected with proper copyediting marks.

Grow, Gerald. (1987). Teaching Writing with a Criteria Checklist: Issues and Applications in a Magazine Course. Journalism Educator. Available online at <http://www.longleaf.net/ggrow>

Revision http://www.suite101.com/content/editing-and-revision-checklist-a47229

Revising your writing involves looking at the structure of your essay and making major changes, such as reorganizing paragraphs or restructuring the progression of ideas to maximize the effectiveness of your essay. Think of revision as tackling the big picture aspects of your essay.

Persuasive Essay Revision Checklist

Does the beginning capture the reader’s attention?
Does the introductory paragraph lead into the thesis statement?
Does the thesis statement clearly argue from one position?
Does the thesis statement list your three principal arguments?
Do the examples support one of the principal arguments?
Is the writing focused & clear?
Is the writing organized logically? (cause/effect; chronological; example/analysis)
Do the details fit the chosen topic?
Are the details sufficiently described?
Did you delete details that do not relate to the topic?
Are there any details that should be added to make the writing clearer?
Does the writing include sensory details (taste, touch, sight, sound) & vivid images?
Are ideas and details connected with sophisticated transitions?
Is the choice of words fresh, colorful, & interesting?
Have any words been unnecessarily repeated?
Have weak, general words been replaced with detailed terms?

Editing

Writers edit their work to polish up a nearly-finished product. This fine-tuning process should be initiated after you have finished revising. Think of it as cleaning up your work for publication.

Professional Editor Let me gently guide you from first draft to publishable manuscript. www.davekingedits.com

Expert Manuscript Editing fiction, nonfiction, scientific manuscripts and proposals www.temmabooks.com

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Essay Editing Checklist

I have corrected misspellings.
I have corrected punctuation error (commas, colons, semicolons, end punctuation)
My writing contains correct capitalization of sentences & proper nouns.
All of the verbs agree with their subjects.
All of the pronouns & their antecedents agree.
I have no misplaced modifiers.
I have used apostrophes correctly with possessives.
I have written sentences using parallel structure.
I have eliminated all fragments.
I have eliminated all run-on sentences.
I have used all words correctly.
I have checked for commonly misused homonyms (there, their, they’re; to, too, two; threw, through)
I have eliminated passive voice whenever possible.
I have varied my sentence structure so the writing uses a mix of sentence types:

Begin with a subordinating conjunction.
Join independent clauses with a semicolon.
Use complex sentence structure.
Use short & long sentences

Once students have familiarized themselves with the revision and editing process, they will realize it is a vital step in writing a persuasive essay.

Read more at Suite101: Editing & Revision Essay Checklist: High School Students Can Revise and Edit Essays for Better Grades http://www.suite101.com/content/editing-and-revision-checklist-a47229#ixzz1CCezkXBB

Lists of Checklists

8.a.

Paper-Writing Checklist

Before submitting your paper, complete the following checklist.

INTRODUCTION

My introductory paragraph tells the reader the subject of my research, and defines key terms I will use in my thesis.
My introduction contains a clearly-stated thesis which explains how and why something happened.

PARAGRAPHS

I have thought about how my paragraphs are arranged, and they are structured in a way that best supports my argument.
I have checked to make sure that I completely tackle one part of my argument before moving on to the next, and I have checked to make sure that I do not unnecessarily revisit arguments I began earlier in the paper.
Each paragraph is focused around a main idea ("mini-thesis"), which is stated in the paragraph's first sentence ("topic sentence").
Each paragraph employs evidence supporting that idea. That evidence is analyzed; that is, I have used my own words to tell the reader why and how my evidence supports the topic sentence.
Each paragraph has a workable transition from its predecessor.

ARGUMENTATION

I have thought about the arguments that could be marshaled against mine, and have addressed those through refutation or concession.

QUOTING AND CITATION

All material I have quoted appears between quote marks.
I have minimized or eliminated block quotes. When I have used them, I have indented them on the left, single-spaced them, and not placed quotations at the start and end.
Each time I bring in evidence that is not clearly common knowledge, I have cited the source of that information with a foot- or end-note.
Each time I quote I have checked to make sure the quotation is properly integrated into the sentence.
Each of my quotes clearly relates to a foot- or end-note which offers the source and page number of the quotation.
For each of my quotes, it is clear who the speaker of the quote is, and the circumstances in which the speaker authored the quote (relevant time, place, and context).
My foot- or end-note style conforms to the style in my style manual.
I have included a bibliography of my sources, which conforms to the style of my style manual.

STYLE

Each page is numbered consecutively.
I have used a common typeface, like Courier12, or Times Roman.
I have double-spaced the paper, and have left one-inch margins at top, bottom, and sides.
The title of my paper clearly relates to its contents, or to the question I have been asked to answer.

EDITING

I have proofread the paper for spelling and grammar errors.
I have re-written the paper at least once, identifying and eliminating instances of:
passive voice
inconsistent tenses
subject/verb disagreement
dangling clauses
improper pronoun references
comma splices, run-on sentences, and sentence fragments
colloquial phrases
I have read the paper aloud to myself or to someone else, listening for sentences that do not work.
http://www.bowdoin.edu/writing-guides/checklist.htm

http://www.mcasmentor.com/rubricscheck.htm

4 In my four point composition:

(place a checkmark where you think you did well).

Organization and Content Checklist:	How's My Style:
I used important details.	I used many different and descriptive words.
When I added details, I didn't wander from the main idea. I remembered my Topic Sentence and the subject of the Writing Prompt and stayed on course.	I used words that helped people see my meaning. They could use all of their senses to feel and even hear my meaning.
I organized my ideas in a logical way.	I used different kinds of sentences and didn't start each one with the same word.
My composition answered the question in the prompt.	I made every effort to make my writing legible. My spelling and grammar were the very best.

3 My writing is good but I could improve. Maybe I needed to add more

details or add information.

Organization and Content	How's My Style?
I tried to explain my main idea, the one in my Topic Sentence, but I could have added more information or supporting detail.	My choice of words is good. My vocabulary choices serve a purpose. I didn't use too many extra or unnecessary words.
Once in a while my thoughts wandered away from the subject or I didn't totally answer the question in the Writing Prompt.	My sentences were pretty good, but they are mostly the same kind of sentence. The sentences could be shorter and more to the point.
My story was a little bit disorganized.	I could have been a little neater and I know I wasn't watching my spelling and grammar too carefully.
My ideas needed to be connected. I don't think every idea I had fit with the topic.	The reader can usually see my point.

2 My composition earned only two points: My writing wasn't very clear.

My ideas didn't really support the Topic Sentence and some of my information

wasn't accurate. I didn't pay attention to my spelling.

Organization and Content	How's My Style?
I need to make my points more clearly. I needed to stay on the subject.	My words need to be stronger and more effective.
There weren't many details or supporting ideas in my composition.	I sometimes repeated the same idea and my writing was choppy. My sentences could have been shorter and to the point.
My paragraphs didn't have "flow". My ideas were choppy.	My handwriting was sloppy and I didn't check over my spelling.

1 My composition scored only one point. I know I need to answer the question,

stick to the point. I didn't add any details and my spelling and grammar

were not up to par. I know I can do better.

Organization and Content	How's My Style?
I didn't pay attention to the question. My story wandered.	People couldn't tell what my ideas were about the subject.
I need to get organized. I could have outlined my ideas before I started to write.	I started all of my sentences the same way and didn't use descriptive words.
I need to add details and more information.	I had so many spelling and grammar mistakes that people were distracted and couldn't pay attention to what I was saying.

Clear the boxes and start another checklist.

Written Report: Grades 9-12

Teacher Name:

Student Name:_____________________________ Reviewer Name: ___________________________

Date: _________________

Project:

Return to Project Based Learning

Return to 4teachers

Teacher Name: http://pblchecklist.4teachers.org/view.php?id=335196

Written Report: Grades 5-8

Student Name:_____________________________ Reviewer Name: ___________________________

Date: _________________

Project:

Young writers

Conventions	Punctuation	Capitalization	Word Use	Ideas
My handwriting is legible. My print-out contains no typos. I leave white spaces between my words. My sentences go from left to right. My sentences begin in different ways. My sentences build upon the ones before them. Each of my paragraphs has one main idea. My sentences are complete. I have used correct grammar.	I use a period at the end of each sentence. I use a question mark at the end of each question. I use an exclamation point at the end of an exclamation. I use commas between words in a list. I use quotation marks in dialogue. I use apostrophes in contractions and possessives.	I use both capital and lower case letters. I capitalize proper nouns, like the names of people, pets, and places. I capitalize the pronoun 'I'. I capitalize important words in a title. I capitalize the first word of a sentence. I capitalize the first word in a direct quotation.	Every word seems just right. I use synonyms for words I write a lot. I use new spelling words. I use the right action word form with my nouns. I use the dictionary to spell words I don't know. I use the thesaurus to find synonyms for words I use a lot. I use standard spelling.	I used brainstorming or a story map to create and organize ideas. I describe where my story takes place. I describe what characters look like. I describe what characters feel. My story has a beginning, middle, and end. My introduction is exciting and inviting. I have a satisfying conclusion. I have listened to suggestions from the teacher or peer writers. My ideas flow and are well connected.

Please click here to obtain your customized checklist.

CATEGORY		RESPONSIBILITIES


Conventions		My paragraphs have more than one sentence.
		Each of my paragraphs has one main idea.
		I have used correct grammar.
		I have used correct punctuation.
		I have checked my spelling.
		Sylistic effects enhance the report. They do not distract the reader.
		My handwriting is legible.
		My printout contains no typographical errors.


Fluency		My sentences build logically upon the one(s) before.
		My sentences are different lengths.
		My sentences start in different ways.
		The meaning of each of my sentences is clear.
		My sentences flow easily from one to another.
		There are no run-on sentences.
		There are no incomplete sentences.
		I maintain one verb tense, especially in summaries.
		I express similar ideas using parallel construction.


Ideas		I used brainstorming and a concept map or outline to create and organize my ideas.
		My report is clear and focused. I stay on topic.
		I can summarize my topic in just a few sentences.
		I understand my topic and could explain it to someone else easily.
		Details in my report give the reader important information.
		My ideas relate to one another.
		I have listened to suggestions from the teacher or peer writers.
		I have cited my sources correctly and included a References page.


Organization		Ideas are organized in a meaningful way.
		The sequence of ideas is logical.
		My introduction is interesting and inviting.
		My ideas flow from one to another.
		I used helpful transitions between main points, (e.g., "First of all," or "Similarly").
		I have a satisfying conclusion.


Punctuation		Commas surround parenthetical expressions and appositives.
		Commas separate the items in a series.
		A comma precedes "and" or "but" when introducing an independent clause.
		A comma follows an introductory word or phrase.
		A semicolon connects two sentences.
		Closing quotation marks always follow commas or periods.
		A question mark follows closing quotation marks unless part of quoted material.
		Apostrophes are used correctly to show possession or to create contractions.
		I only put an apostrophe in the word "it's" when I mean "it is."
		A colon is used for emphasis or to introduce a list.
		A period, question mark, or exclamation mark ends every sentence.
		Long quotations are set off (e.g., indented on both sides, single spaced, and/or italic font) from the text that is not a quote.
		Foreign words not in common use are italicized or enclosed in quotes.
		Citations use the prescribed format including correct capitalization, punctuation, and italicization.


Word Choice		My sentences begin in different ways.
		Every word seems just right.
		The language I use expresses voice.
		I use descriptive words (adjectives and adverbs) often.
		My words paint pictures in the reader's mind.
		I use my own words or enclose other's words in quotation marks.
		I use strong, active verbs.
		I use synonyms and different verbs to add variety.
		My pronouns match the nouns to which they refer.
		I omitted needless words from the first draft.

CATEGORY		RESPONSIBILITIES


Capitalization		I have capitalized the first word of each sentence.
		I have capitalized the names of people.
		I have capitalized the names of months, days, and holidays.
		I have capitalized the names of cities, states, countries, continents and famous places (.e.g, Empire State Building).
		I have capitalized titles of books, movies, etc.


Conventions		My paragraphs are sound.
		Each of my paragraphs has one main idea.
		I used correct grammar.
		I used commas, periods, question marks, and exclamation points correctly.
		I used quotation marks around dialogue.
		I used apostrophes correctly in contractions and possessives.
		My handwriting is legible.
		My printout contains no typos.


Fluency		My sentences begin in different ways.
		My sentences build upon the ones before.
		My sentences are of different lengths.
		The meaning of each of my sentences is clear.
		My sentences flow from one to another.
		There are no run-on sentences.
		There are no sentence fragments.


Ideas		I used brainstorming and a concept map or outline to create and organize ideas.
		My ideas are logically related to one another.
		Ideas are written in my own words.
		I understand my topic.
		My report is clear and focused. I stay on topic.
		My details give the reader important information.
		I have listened to suggestions from the teacher or peer writers.


Organization		My report is sequenced in a logical order.
		My introduction is exciting and inviting.
		My ideas flow well and are clearly connected to one another.
		I have a satisfying conclusion.


Word Choice		Every word seems just right.
		I used a lot of descriptive words (adjectives and adverbs).
		My words paint pictures in the reader's mind.
		I use strong words like "darted" and "exclaimed".
		I used synonyms to add variety.