Ideas and Content - Literacy Leader



Ideas and Content

5. It’s clear, focused, jam-packed with details, and keeps the readers attention.

• My topic is small enough to handle. “All About Baseball” was too big – I changed it to “How to Steal a Base.”

• I have a main idea (thesis statement) that answers the question “What’s the point of this paper/story?”

• Accurate, relevant details support the main idea.

• Interesting tidbits give the reader important information.

• You can tell I know a LOT about this topic.

• I’ve thought of readers’ questions and answered them.

• This paper might even show some insight!

3 It has some really good parts, but some that are not there yet.

• My topic might be a little too big.

• My main idea (thesis statement) is present but not well supported.

• It could use more details.

• Ideas are clearer in my head than on the paper.

• Some of the things I said are new, but other things everyone knows already.

• The reader might still have some questions.

• I’ve stayed on topic, but don’t really have a message or point.

1 I’m still figuring out what I want to say.

• I just don’t know enough about this topic yet.

• My main idea (thesis statement) is missing.

• It’s hard to picture anything.

• I’m still thinking on paper – looking for an idea.

Organization

5 Clear and logical order makes reading a BREEZE.

• My paper has THREE clear parts: an introduction, body, and conclusion.

• My introduction gets you hooked and showcases the main idea (thesis statement).

• Every detail is in the right place, and transitions help my paragraphs flow so the reader never feels lost.

• My conclusion reinforces the main idea–and it leaves you thinking.

3 You can follow it pretty well.

• I have a beginning, but it doesn’t really grab you or give you clues about what is coming.

• Some details fit where I put them, but some are out of place.

• My details may not always connect to the main idea.

• My paper has an ending, but it is ho-hum.

1 Where are we headed?

• You could get dizzy trying to follow this.

• Beginning? Oops…

• My ideas seem scrambled, jumbled, confusing -- even to me.

• My ideas don’t connect to the main idea.

• It doesn’t have a real ending. It just stops.

Voice

5 I’ve put my personal stamp on this paper – really individual and powerful!

• My tone and voice are appropriate for my purpose and my audience.

• Readers can tell I am talking right to them.

• I write with confidence and sincerity.

• Narrative seems honest, personal, and written from the heart.

• Expository or persuasive reflects a strong commitment to topic by showing why the reader should know or care about it.

3. Individuality fades in and out – what I truly think and feel shows up sometimes.

• Although readers will understand what I mean, it won’t make them feel like laughing, crying, or pounding the table.

• My writing is right on the edge of being funny, excited, scary, or downright honest – but it’s not there yet.

• I’ve done a lot of telling and not enough showing.

• Narrative is sincere, but not passionate.

• Expository or persuasive might not be too convincing.

1 Not yet me – I’m not comfortable or don’t know what I truly think or feel yet.

• If you didn’t already know me, it might be hard to tell who wrote this paper.

• My paper is all telling and no showing at all.

• I’ve held myself back by using general statements like: “It was fun,” “She was nice,” “I like him a lot.”

• Audience? What audience?

Word Choice

5 Extremely clear, visual, and accurate – I’ve picked just the right words for just the right places.

• All the words in my paper fit. Each one seems just right.

• My words are accurate, colorful, snappy, vital, brisk, and fresh. You won’t find overdone, vague, or flowery language.

• I have used words and figurative language that show my personality–it’s really ME!

• Look at all my energetic verbs, precise nouns, and descriptive words!

• Some of my words and phrases are so vivid the reader won’t be able to forget them.

3 Correct but not striking – The words in my paper get the message across, but don’t capture anyone’s imagination or attention.

• I’ve used everyday words pretty well, but I didn’t stretch for a new or better way to say things.

• My words communicate but they seldom create pictures in your mind. There’s only a moment or two of sparkle.

• I used quite a few boring verbs and everyday nouns, adjectives, and adverbs.

• Occasionally I may have gone a bit overboard with words that tried to impress the reader.

• My words aren’t really specific. Instead of saying, “The sun went down” I should have said, “The sun sagged into the treetops.”

• I didn’t revise much for word choice. What you see is pretty much the first thing that popped into my head.

1 Confusing, misused words and phrases abound – My reader is likely to ask, “Huh?”

• Many of my words and phrases are vague: “We liked to do things,” “We were friends and stuff.”

• My words don’t make pictures yet: “Something neat happened,” “It was awesome.”

• Some of my words are misapplicated – Oops, I mean misused.

• Over and over I used the same words, over and over, and then over and over again until my paper was over.

Sentence Fluency

5 The sentences have flow, rhythm, and variety of length. They’re a treat to read aloud.

• Sentences vary in length and structure. Some are long and stretchy; others short and snappy.

• Sentences begin differently which adds variety and energy.

• Sentence beginnings vary; they show how ideas connect.

• It just sounds good read out loud – it flows.

3 My sentences are clear and readable.

• Sentences get the job done, but don’t have much rhythm and flow.

• Some sentences could be combined; others should be cut in two.

• Sentence beginnings are more alike than different.

• When reading aloud, some parts are smooth and natural; other parts are a bit bumpy.

1 I have to admit, it’s a challenge to read aloud.

• As I read my paper, I have to go back, stop, and read over, just to figure out the sentences.

• Sentences start the same way or follow the same pattern.

• Sentences are choppy, incomplete, rambling, and/or awkward; they don’t sound natural.

• You wouldn’t want to read my paper aloud.

Conventions

5 I made so few errors, it would be a snap getting this ready to publish!

• My spelling will knock your socks off!

• Great punctuation guides you through the text.

• My grammar and usage are correct and consistent.

• My paragraphs are indented correctly and in the right places.

3 About halfway home -- some bothersome mistakes show up when I read carefully.

• Spelling is correct on simple words. Not always right on harder words.

• You might stumble over some punctuation and grammar.

• Paragraphs are attempted, but sometimes run together.

• My paper reads like a first draft; I was more concerned with getting my ideas down than making sure all the editing was taking care of.

• Moderate editing is needed.

1 Editing is not yet under control – must read once to decode, then again for meaning.

• Errors in grammar and usage affect meaning.

• Speling errer our commun, evin on simpl werdz.

• My paper, have errors in punctuation ? and grammar that send the reader back two the beginning from asentence to sort thing out.

• The truth is, I haven’t spent much time editing this paper.

• Extensive editing is needed.

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1. Introduction

2. Body

3. Conclusion

Top Bun = Introduction

Burger & Toppings = Body & Details

Bottom Bun = Conclusion

Correct Capitals

Outstanding Grammar

Perfect Punctuation

Super Spelling

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