editing my paper

Purpose (Mine and Yours)

1. The lion’s share of this class will focus on creating evidence based arguments. This project is meant to allow you to practice the argument part of the process without referring to outside sources.

2. A goal of this project will also be to reflect on your own strengths and weaknesses in writing and make some personal objectives that will lead to growth and improvement.

Description/Steps

Answer the question below in a standard essay format.

1. What would you like American people to know about your home country?

1. Brainstorm or cluster your ideas.

2. Create an outline.

3. Draft your paper.

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Sentence Structure

The misuse of sentence structure impedes the reading of the paper.

The sentence structure is incorrect or the author does not have a variety of sentence types.

Sentence structure is sometimes incorrect, but there are still a variety of sentence types throughout the paper.

Sentence structure is flawless throughout the paper. The writer uses a variety of sentence types: simple, compound and complex.

Punctuation

The misuse of punctuation impedes the reading of the paper.

Punctuation is often an issue in the paper.

Punctuation is rarely an issue in the paper.

The punctuation is correct throughout the paper.

Spelling

The spelling errors make impede the reading of the paper.

Words are often misspelled, but understandable.

Words are rarely misspelled.

The spelling is correct throughout the paper.

Word Choice

The word choice impedes the meaning or the reading of the paper.

Words are often misused.

Words are often used appropriately

Words are used appropriately: Correct part of speech.

Grammar

Many (more than 10 per page) tense, noun, or pronoun agreement issues

Several (more than 5, less than 10) tense, noun or pronoun agreement issues

Few (less than 5 per page) tense, noun or pronoun agreement issues

No Tense, noun or pronoun agreement issues

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2 point

Introduction

The introduction is incomplete.

The introduction is missing 2 parts

The introduction is missing 1 part.

The introduction is complete with an attention getter/ general exposition, necessary background information, and a direct thesis statement that presents the topic and the controlling idea/purpose of the paper.

Body Paragraph Structure

The body paragraphs are not organized as academic paragraphs.

The body paragraphs are somewhat complete but missing much important information.

The body paragraphs are almost complete.

The body paragraph has:

A clear topic sentence centered on a single controlling idea, supporting sentences that explain that controlling idea, specific examples that clarify the explanations, and a conclusion sentence.

Body Paragraph Unity

There is no controlling idea in the paragraph.

There are several details that cannot be connected to the controlling idea.

There may be a few details that are off topic.

All of the examples and supporting sentences in the paragraph should serve to explain one controlling idea, which is stated in the topic sentence.

Coherence of Ideas

The paragraphs are too incoherent to read.

The paragraphs have too many ideas that are mixed or ordered in a way that is not logical or explainable.

The paragraph is mostly coherent, with few problem areas.

Words, and sentences in the paragraph have a logical flow from one to another. There is also an apparent logical order of ideas.

There is no repetition of ideas.

Conclusion

It is difficult to detect if the conclusion serves as a conclusion to the paper.

The conclusion is missing necessary parts.

The conclusion is mostly complete.

There is a conclusion. The conclusion follows a traditional: specific to general organization. The author should begin by summarizing the main points of the paper before ending with a general concluding statement.

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1 point

Depth of Details

The writer does not use enough detail to support his/her ideas.

The writer uses details that are either too general or lack clarity.

The writer uses details that are clear but general.

The writer uses details that are specific and logically provide an explanation of the controlling idea.

Variety of Details

There is no variety in the kinds of details that the author uses.

There is a large imbalance in the variety of details that the author uses.

There may be a slight imbalance in the variety of details that the author uses.

The writer uses a variety of facts and opinions to support his/her claims.

Academic Word Choice

The writer’s use of words is mostly incorrect.

The writer may have frequent misuse of academic words, or a frequent occurrence of informal words.

The writer makes no word choice error, but may fail to provide a diversity of academic words.

Part of academic word choice means avoiding unnecessary, informal, overgeneralized words [ thing, stuff, all the people]

Also, no personal pronouns [I, you, us, they, them etc.]

Along with not using any inappropriate words, the writer makes an effort to use specific academic words [Academic Word List]

Warrant

The writer does not support his/her claims with specific examples.

The writer frequently makes unsupported or unwarranted claims.

The writer mostly makes claims that he/she supports with specific examples.

The writer does not make claims that he/she does not back up with specific examples.

Synthesis

The paragraphs are not linked to any controlling idea in the paper.

Some of the paragraphs cannot be linked to the controlling idea in the thesis statement.

Mostly all of the ideas/paragraphs serve to explain the controlling idea in the thesis statement.

All of the body paragraphs serve to explain the controlling idea in the thesis statement.