Mr. Go – Essay Writing Checklist Page 1 of 3
Essay Writing Checklist (revised Feb. 2012)
Use the following list of questions to edit your work. Keep some of these in mind as you are transferring your ideas from outline to first draft.
Thesis
● What implied question does your paper hope to answer?
● What is the opinion statement and how does it attempt to answer this implied essay question? What claim does it attempt to make?
● What are the three supporting arguments? Are they structured in parallel form (grammatically symmetrical? All start with same noun/verb phrase?)
Intro
● Is there an attention grabbing opening (quotation from famous thinker or reference to literature) that directly addresses the issues inside novels themselves? (Avoid being too broad or general: keep these opening lines grounded in the details from the novels
● Is the title properly formatted? Novels, plays and films (and any other bound collection) italicized, poetry and short fiction (and any other piece from a larger collection) in quotation marks.
● Are the three supporting arguments and the opinion statement properly anticipated? Is there a good context set for each argument?
Body GERRC Paragraphs
● Do each of the body paragraph topic sentences align with the thesis in the order that they are presented? (Remember that the strongest point should come first and the least strong in the centre).
● Does each body paragraph have a topic sentence (at the start of the paragraph) that delves further into the sub-argument by splitting it into 2 - 3 more specific ideas?
● Does each quotation support an argument is it sufficiently relevant or is there a better quotation to support your ideas? Is there sufficient evidence to convince your reader? Is it woven into the syntax of the explanation for its inclusion (i.e., is it embedded into the argument?)
● Does the quotation merely support the argument on the surface level or are there other figurative layers that support the ideas presented? Is the quotation properly cited at the end?
● Does each paragraph follow logically from the previous one with a use of a transitional word or phrase that continues from the previous idea? Does each sentence do the same within the paragraph?
● Does each paragraph end with a summation of key points and/or synthesis of ideas in the paragraph and anticipate the next major sub-argument (by setting up the transition)? This sentence should not attempt to analyze any quotations.
Conclusion
● Does the conclusion paragraph begin with the reworded thesis?
● Are some specific key points of the essay revisited and brought together under the light of a new, larger, universal insight of the novel?
● Does the concluding paragraph end with an overall insight about either: the thematic or moralistic intentions of the texts, the authors’ most indelible, memorable message, or the greatest impact the piece(s) have on the reader?
● Consider returning to a point raised in the introduction to give the essay some unity. Again, like the opening sentence of the essay, keep the ideas grounded in the texts (characters, scenes, authors’ words). Avoid reaching too far outside the text in some grandiose statement about “life”, “society”, or “the world”. Find a level of generality that fits the topic each novel attempts to address.
Mechanics/Grammar
Sentence Structure:
· Does the essay make use of a variety of sentence types? (too many consecutive simple sentences give the essay an abrupt, juvenile tone, while excessive use of consecutive complex sentences give the paper an overwrought, compendious tone, a labour for readers).
· Do you use purposeful verbs? When introducing quotations, avoid “states”. Try posits, notes, highlights, refutes, contests, challenges, draws to readers’ attention. When noting a character’s emotional state, use verbs that reflect this: rages, throttles, soothes, assures, demands, concedes, submits.
· Do you use purposeful, sophisticated diction (vocabulary)? When using a thesaurus, be sure to check its meaning with the dictionary, keeping in mind the notion that each word is coloured by subtle connotations
· Watch for proper matching of subjects (doer of clause or sentence) to verb (action) (e.g., “Pi decide to board the ship” > “Pi decides to board the ship”)
· Watch for peroper matching of case numbers (e.g., The people wave
Phrasing:
· Use third person (no “I”, “we”, “our”)
· Avoid contractions (can’t, won’t, don’t)
· Stay in the third person (with the exception of any contextual references to actual events in history).
Punctuation
· Review the list of punctuation in your rhetorical devices sheet, and the comma rule uses here (http://owl.english.purdue.edu/owl/resource/607/02/).
· Check for the comma splice error that joins two clauses with the subject and predicate. Incorrect: “Pi boards the ship, he misses India.” Correct: “Pi boards the ship AND he misses India.” Or “Pi boards the ship; he misses india.” Or “Pi boards the ship. He misses India.”