Undergraduate Writing Checklist
Academic Writing: Checklist for Undergraduate Students
Writing Process
1. Are you certain you understand what is expected on the assignment? Have you asked your instructor for clarification on anything you don't understand?
2. Who is your audience? What are the purpose and scope of your essay?
3. Have you scheduled adequate time to plan, research, write, and revise your paper?
4. Did you conduct a preliminary review of what's available on your topic?
5. Have you used an outline to see logical relationships between the parts of your essay?
Topic and Thesis
1. Is your topic too narrow or too broad for the scope of the assignment?
2. Have you adequately distinguished between your topic (your general area of interest) and your thesis (your central idea and attitude about that topic)?
3. Have you expressed your thesis clearly in the introduction to your paper?
4. Is your thesis reflected in the title of your paper?
Organization
1. Does your introductory paragraph establish the significance of your topic and provide necessary background?
2. Does your introduction articulate the thesis of your paper? suggest subtopics and the order in which they will be developed in the body of your paper? Or is there a research question that suggests the material you will cover and your approach to it?
3. Are the subtopics related logically to the thesis?
4. Are the subtopics different, yet related to each other?
5. Does your conclusion restate your thesis in a fresh way? Answer a question posed in the beginning? Suggest an appropriate action?
Paragraph Structure
1. Does each paragraph have a single central topic, stated or implied?
2. Is each paragraph well developed? (Have you provided enough reasons, examples, facts, definitions, etc., to support the topic sentence?)
3. Is each paragraph unified? (Do all sentences clearly relate to one topic?)
4. Is each paragraph coherent? (Does each sentence relate to the ones before and after it in a logical way? Are there appropriate transitions?)
Mechanics (Grammar, Punctuation, Style, Format, Diction)
1. Have you proofread your sentences carefully to detect and correct errors in
- sentence completeness (fragments, run-ons)?
- subject/verb agreement?
- pronoun reference (be sure all pronouns have only one antecedent)?
- modifiers (adjective/ adverb form; misplaced and dangling modifiers)?
- verb tense ?
- punctuation ?
2. Where appropriate, have you
- eliminated unnecessary words?
- varied your syntax, sentence length, and word choice?
- put parallel thoughts into parallel form?
- checked to see that comparisons are worded logically?
- referred active to passive verb forms?
3. Have you checked your words to be sure they are
- correctly spelled and used? Have you consulted a dictionary/thesaurus?
- appropriate? (Avoid inappropriate slang, trite expressions and cliches.)
4. Have you used the proper format? Is your paper
- typed, double spaced with 1½-inch margins, 12-point font, page numbers, a title page (if required), on composition bond paper?
- in line with APA, MLA, or other academic guidelines for quotes, footnotes, bibliography, etc.?
Information Sources
1. Have you properly attributed all quotes and paraphrases of other's work?
2. Have you checked your sources to see that they are sufficiently numerous, authoritative, various, relevant, and timely?
Evaluating Academic Writing
Criteria for Grading:
A. Assignment (parameters, instructions, purpose)
M Mechanics (grammar, style, usage, format)
O Organization (thesis, introduction, body, conclusion, paragraphing, transitions)
T Thought (analysis, research, content, creativity)
Grading Scale:
A Excellent
B Good
C Satisfactory
D Poor
F Unsatisfactory
Characteristics of the "Excellent" Paper (A)
A
- Student exceeds what is merely required on the assignment.
- Response to the assignment is focused and coherent.
- The paper addresses the purpose of the assignment
- The paper follows instructions regarding length, number of sources, etc.
M
- Sentences structure is sophisticated, creative, and varied
- Format follows appropriate guidelines (MLA, APA, instructor's own)
- Facility with language is apparent. Usage is correct and appropriate.
- Punctuation, spelling, capitalization, etc., are correct
O
- The paper is logically organized, with an introduction, body and conclusion
- Writer has clearly articulated his/her thesis or controlling idea
- Paragraphs are coherent, well developed, and unified around a single topic
- Transitions are logical, signaled by connecting language
T
- Paper demonstrates in-depth knowledge of subject
- Controlling idea (thesis) is fully supported with evidence, reasons, quotes, etc.
- Conclusions follow from the information presented
- Writer shows ability to think critically and creatively
- Sources of information are examined critically and weighed against other sources
Characteristics of the “Good” Paper (B)
A
- Response to the assignment is focused and coherent
- The paper topic addresses the purpose of the assignment
- The paper follows instructions regarding length, number of sources, format, etc.
M
- Sentences are clear, complete, and varied in structure
- Format follows appropriate guidelines (MLA, APA, instructor’s own)
- Usage is generally correct and language is appropriate
- Punctuation, spelling, capitalization, etc., are generally correct
O
- The paper is generally focused, with an introduction, body, and conclusion
- Writer has clearly articulated his/her thesis or controlling idea
- Paragraphs are coherent, well developed, and unified around a single topic
- Transitions are logical, signaled by connecting language
T
- Paper demonstrates knowledge of subject
- Controlling idea (thesis) is supported with evidence, reasons, quotes, etc.
- Conclusions follow from the information presented
- Writer shows some ability to think critically and creatively
- Sources of information are examined critically and weighed against other sources
Characteristics of the "Adequate" Paper (C)
A
- Choice of topic may show lack of care in considering assignment's scope and purpose
- Student has not adequately considered the audience (s) for which he/she is writing
- Student does not follow instructions in all regards. Paper may be too short or long; it may not incorporate enough sources, etc.
M
- Occasional grammar errors appear (e.g. fragments, subject/verb agreement)
- There is little variety or sophistication in the length and structure of sentences
- Writing is occasionally wordy and unclear
- Format may be inconsistent or does not fully follow academic guidelines
- Other errors appear (in usage and word choice, spelling, capitalization, punctuation)
O
- Organization is not always logical; introduction, body, or conclusion may be incomplete
- Student attempts to provide coherence and unity but is not always successful
- Controlling idea is unfocused and only partially developed; thesis is too narrow/ broad
- Paper occasionally skips around without adequate transitions
T
- Knowledge of subject is adequate but not deep
- Controlling idea is supported but not extensively
- Conclusions are incomplete or do not follow directly from the information presented
- Information sources are flawed or accepted uncritically
- Approach to subject lacks creativity, mastery
Characteristics of the “Poor” Paper (D)
A
- Choice of topic strays from the prescribed scope and purpose of the assignment
- Student has not adequately considered the audience (s) for which he/she is writing
- Student does not follow instructions. Paper may be too short or long; it may not incorporate enough sources, and so forth)
M
- Several grammar errors appear (e.g. fragments, subject/verb agreement)
- There is little variety in the length and structure of sentences
- Writing is often wordy and unclear
- Format does not fully follow academic guidelines
- Several errors appear (in usage and word choice, spelling, capitalization, punctuation)
O
- Organization is not logical; introduction, body, or conclusion may be incomplete
- Paragraphs lack coherence and unity
- Controlling idea is unfocused and not developed; thesis is too narrow/ broad
- Paper skips around without adequate transitions
T
- Knowledge of subject is inadequate
- Controlling idea is not adequately supported
- Conclusions are incomplete or do not follow directly from the information presented
- Information sources are flawed or accepted uncritically
- Approach to subject lacks creativity, mastery
Characteristics of the "Unsatisfactory" Paper (F)
A
- Paper fails to follow instructions; little is written
- Little or no consideration is given to the assignment's purpose, scope, or audience
M
- Major grammar errors are common (fragments, agreement, pronoun reference)
- Sentence length and structure lack variety and clarity
- Format is sloppy; does not follow academic guidelines
- Writing is wordy and unclear
- There are frequent errors in usage, word choice, spelling, punctuation, etc.
O
- Essay is disorganized and poorly developed
- Thesis is poorly defined, too narrow, or altogether absent
- Paragraphs do not stick with a single topic; they lack coherence and unity
T
- Knowledge of subject is shallow
- Controlling idea is not supported
- Conclusions are missing or do not follow from the information presented
- Student makes little effort to consider critically the sources of his/her information, if he/she has any
Criteria adapted from SPSBE’s Academic Writing: Student Checklist, and Archbald, D.A. (1991). Authentic assessment: Principles, practices, and issues. School Psychology Quarterly, 6. p. 284.
