Essay checklists



Checklist for Essays Name_________________________________

Attach to your essay as last page

|My |Instructor’s comments | |

|( | | |

|( | |Introductory Paragraph and Statement of Position/Thesis. |

| | |My first paragraph states my central thesis in one clear sentence |

|( | |Case for Position/Thesis. [Usually begins in 2nd paragraph] |

| | |I present reasoned arguments supporting my thesis with each argument first (a) stated in one clear |

| | |sentence (first sentence of paragraph) and then (b) developed (remainder of paragraph). |

|( | |Objection(s) [Full paragraph of its own, following each argument] |

| | |I present the strongest possible challenge to the argument I just gave. I first (a) state it in one clear|

| | |sentence and then (b) develop the objection as fully as I can in the remainder of the paragraph. My |

| | |wording makes clear that this is an objection, not what I myself am arguing for. (See M6 on reverse |

| | |side.) |

|( | |Response to Objection(s). [Separate paragraph, after each objection] |

| | |I defend my original argument in response to the challenge offered by the objection in the previous |

| | |paragraph. I start by (a) stating the response in one clear sentence and (b) developing that response in |

| | |the remainder of the paragraph. |

|( | |Concluding Paragraph. I’ve included a short concluding paragraph. |

|( | |Use the Readings. I base my arguments and objections on the readings, and I cite sources by page number |

| | |throughout my paper. |

|( | |My Own Language. I have shown my understanding of ideas (arguments, objections, responses) by explaining |

| | |them in my own words. I use few if any direct quotations. |

|( | |Proofreading. I’ve carefully proofread the paper. To the best of my knowledge, the paper is clearly |

| | |written and contains no misspelled words or grammatical errors. |

|(I have not committed plagiarism. I have read the |Signature: |

|explanation of plagiarism on reverse side and understand | |

|what plagiarism is. | |

|( I have checked this paper, I affirm that it is the paper| |

|I intend to turn in, and I accept full responsibility for | |

|it as my paper. | |

|Grade: |

|Comments: |

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I use some of the following shortcuts in the comments I make on your paper.

|Abbreviation or mark |Explanation |

| |Consult and < > for help with writing problems. |

|( |A point well made or something done correctly (e.g., clear statement of your thesis). |

|NS |“Not a sentence.” What you wrote is a fragment, not a complete sentence. |

|ROS |“Run-on sentence.” This needs to be divided into two separate sentences. |

|Awk. or W |Awkward construction or wording problem in sentence. Needs to be reworded. Good writing is clear, simple, and straightforward. See |

| | |

|ww |Wrong word. Check the dictionary. Don’t use any word you are not comfortable with. If you use a thesaurus, do so only to jog your memory |

|(next to one word) |for a word you already know how to use. |

|sp |Misspelling |

|Cross outs |If first letter of word is crossed out, that word generally should not be capitalized. When several words are crossed out (or put in |

| |parenthesis), consider whether your meaning would be clearer and simpler without those extra words. Most first drafts are too wordy. |

|M + number (e.g., M3)|One of the mistakes outlined in the next section. |

Common Mistakes That You Should Avoid

1. Failing to use specific arguments from the articles in the text, citing page references. You must use the readings!

2. Trying to discuss too many arguments and not discussing any in depth.

3. Not stating each argument, objection, and response in one clear sentence. If you do this the right way, you can look at the sentence you started with and know what precise point your paragraph should develop and not stray from.

4. Not developing arguments or objections fully enough. You need to develop both your own argument and the objection, each in its own separate paragraph. You must show that you understand why a thoughtful person would challenge your argument in just the way the objection is challenging it.

5. Having a response that just repeats the original argument. The response should support the original argument, taking into account and responding to the exact objection raised in the previous paragraph.

6. Note this one especially. Not making it clear what is an argument for your position and what is an objection. You must introduce your objection as an objection (e.g., “A possible objection to this argument is…” or “One problem with this argument is…” or “A critic might challenge this argument by claiming that…”) If you don’t do this, your paper will read as if it is just contradicting itself, giving one argument in one paragraph and then an opposing point in the next.

7. Common wording mistakes: arguement (incorrect) instead of argument (correct); existance instead of existence. Remember that it’s (with apostrophe) always means “it is”; otherwise, just use its (no apostrophe).

Plagiarism: The Worst Academic Sin

Not doing honest work represents a complete lack of integrity in the world of learning and scholarship. You could be expelled from school for it. I would be fired for it. If you have any doubts what plagiarism is, please ask questions. Here is one useful definition (from Joseph Gibaldi and Walter S. Achtert, MLA Handbook for Writers of Research Papers, 3rd edition): “to plagiarize is to give the impression that you have written or thought something that you have in fact borrowed from someone else. . . .You may certainly use other persons’ words and thoughts in your . . . paper, but you must acknowledge the authors. . . . The most blatant form of plagiarism is to repeat as your own someone else’s sentences, more or less verbatim. . . . Other forms of plagiarism include repeating someone else’s particularly apt phrase without appropriate acknowledgment, paraphrasing another person’s argument as your own, and presenting another’s line of thinking as though it were your own.” You must also reveal all internet sources. Cite them using angle brackets; e.g.,

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