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CASA Writing Checklist
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How do I use this document?
This document contains a checklist for the content on the Writing test in the Core Academic Skills Assessment
(CASA) teacher preparation exam. Be sure to familiarize yourself with how the test is organized.
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The blueprint a.k.a. the test map is broken down into 2 domains.
Each domain has one or more standards, and each standard has multiple parts.
o Domain I – Foundations of Effective Writing
 Clear and Coherent Writing (Standard 5)
 Strong and Developed Writing (Standard 6)
 Grammar, Usage, and Mechanics (Standard 7)
o Domain II – Writing Assignment
 Writing Assignment (Standard 8)
To get the most out of this document, review each of the questions and check off the line items you feel
you’ve mastered. This document can be used as a guide to answer the question, “Am I ready to take the CASA
Writing test?”
If additional help is needed, be sure to consult a tutor in the CRC (ES-1125).
CASA Writing Checklist
0005
0006
0007
Clear and Coherent Writing (Standard 5)
Strong and Developed Writing (Standard 6)
Grammar, Usage, and Mechanics (Standard 7)
Standard 5: Clear and Coherent Writing
I can demonstrate how to produce clear and coherent writing in which the development, organization,
and style are appropriate to the task, purpose, and audience, including:

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I recognize writing that is effective for a given purpose, audience, and occasion.
 I recognize that effective writers have a purpose when writing, and can identify which applies within a
given piece (PIE: to Persuade, Inform, or Entertain)
 I recognize that effective writers have an intended audience when they write and therefore, make
specific decisions such as: what content to include/exclude; what level of language to use; or what
position to write from
 I recognize that time and place are part of the context that prompts a writer. Writers are influenced by
large occasions that provide an environment of ideas, attitudes, and emotions pertaining to a broad
issue while immediate occasions are smaller events and situations that trigger a response from the
writer
I recognize that writers use strategies to achieve unity and focus.
 I recognize and can produce writing that has unity, meaning that all the words, phrases, and ideas
contribute effectively to the main idea. All the writing relates to and develops further the central idea.
 I understand that effective writing has a focus that is sustained throughout the piece.
CASA Writing Checklist
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Standard 5: Clear and Coherent Writing
I can demonstrate how to produce clear and coherent writing in which the development, organization,
and style are appropriate to the task, purpose, and audience, including:
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0006
I can select effective thesis statements, topic sentences, and supporting details.
 I can select an effective thesis statement and understand that it is used to set the focus of writing,
providing a summary of what the writing will be about.
 I can select effective topic sentences and understand that they summarize the main idea of each
paragraph.
 I can select effective supporting details and understand they are used to explain and support the main
idea.
I recognize methods used to effectively organize paragraphs and passages.
 I know how to effectively organize a paragraph so that all of the sentences support the topic sentence.
 I recognize there are different ways a paragraph can be organized and that organization is usually
determined by the type of writing:

Narrative (storytelling): chronological order

Descriptive (describes something’s appearance, smell, taste, etc.): in order of appearance or by
topic

Process (how-to): step by step or sequence

Classification (grouping): separate parts by topic
I can organize text to give effective emphasis on words, phrases, and ideas.
I can reorganize sentences or paragraphs to achieve a logical sequence of ideas.
I can select effective transitions between ideas and use transitions to clarify relationships among concepts.
 I am familiar with the various types of transitions writers use in order to maintain fluency and connect
ideas for readers, including transitions that imply:

Similarity: in the same way; likewise; just as; also; similarly; etc.

Contrast: in spite of; nevertheless; on the other hand; on the contrary; still; yet; etc.

Sequence: first; second; third; next; then; finally; etc.

Time: after; afterward; before; currently; earlier; immediately; meanwhile; simultaneously; etc.

Example: for instance; specifically; to illustrate; etc.

Emphasis: even; in fact; indeed; of course; etc.

Place/Position: above; below; adjacent; beyond; nearby; etc.

Cause/Effect: consequently; therefore; so; hence; accordingly; thus; etc.

Support/Evidence: additionally; moreover; besides; equally important; furthermore; etc.

Conclusion/Summary: finally; in brief; in the end; on the whole; to summarize; etc.
 I know how to use transitions within a paragraph.
 I know how to use transitions from one paragraph to the next.
 I know how to use transitions between sections of longer pieces of writing.
Strong and Developed Writing (Standard 6)
Standard 6: Strong and Developed Writing
I understand how to develop and strengthen writing by revising, editing, rewriting, or trying a new
approach, including:

I can edit text to introduce and conclude ideas effectively.
CASA Writing Checklist
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Standard 6: Strong and Developed Writing
I understand how to develop and strengthen writing by revising, editing, rewriting, or trying a new
approach, including:


I can edit text to coordinate and subordinate ideas effectively.
 I am familiar with the various conjunctions used to coordinate and subordinate, including: after;
although; because; even though; provided that; since; so; than; though; unless; when; wherever;
whether; while; etc.
 I can use conjunctions to coordinate text in order to give equal importance to two separate items or
ideas.

Joseph cooked the spaghetti sauce, and Annette made the salad.

Milo enjoyed the movie, yet Oscar thought it was boring.
 I can use a semicolon to coordinate two independent clauses.

Joseph cooked the spaghetti sauce; Annette made the salad.

Milo enjoyed the movie; therefore, Oscar decided to go see it.
 I can use subordinating conjunctions to give one item/idea more emphasis than another.

Even though Annette dislikes onions, she added plenty to the salad.

Milo discussed the movie details for hours even though Oscar did not enjoy it.
 I know when to use a comma when coordinating or subordinating.
I can edit text to create or improve the parallel structure of words, phrases, or ideas.
 I can use parallel phrasing in a sentence.

Elena likes to go dancing on Fridays, hiking on Saturdays, and fishing on Sundays.

Not parallel: Elena likes to go dancing on Fridays, hiking on Saturdays, and she plays soccer.
 I can use coordinating conjunctions to create parallel structure.

Elena invited her friend to dance on Friday and to hike on Saturday.

Not parallel: Elena invited her friend to go dancing and to hike.
 I can use correlative conjunctions to create parallel structure.

Elena not only loves to dance, but she also loves to hike.

Not parallel: Elena not only loves to dance, but she also hikes.
 I can use comparative clauses to create parallel structure.

I would rather shop for a discount than pay full price.

Not parallel: I would rather shop for discounted items than full priced ones.
 I can use parallel structure to compare or put items in a list.
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Joseph likes teachers who are funny, patient, and flexible when they plan.
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Not parallel: Joseph likes teachers who are funny, patient, and can plan flexibly.
CASA Writing Checklist
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Standard 6: Strong and Developed Writing
I understand how to develop and strengthen writing by revising, editing, rewriting, or trying a new
approach, including:
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I can revise text to eliminate distracting or unnecessary information or details.
 I can eliminate excessive detail.

Wordy: I received your question today regarding your interest in one of the bicycle models that
we sell here in our store. Yes, we…

Concise: I received your question regarding one of the bicycle models that we sell.
 I can eliminate unnecessary determiners and modifiers.

Wordy: Cleaning my bedroom by Friday would seem to be an impossibility without some
compassionate assistance from either my brothers or sisters.

Concise: Cleaning my bedroom by Friday would be impossible without assistance from my siblings.
 I can eliminate repetitive words.

Wordy: Our employees are excellent workers. These employees work reliably, and they are
punctual.

Concise: Our employees are excellent. They are reliable and punctual.
 I can eliminate redundant word pairings, including:
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Past memories; various differences; each individual; future plans; unexpected surprise; free gift;
past history; sudden crisis; true facts; terrible tragedy; final outcome; equal to one another; etc.
 I can eliminate redundant word categories, including:
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Small in size; often times; heavy in weight; period of time; full in capacity; young in age
I can revise text to achieve precise and appropriate language.
 I can eliminate wording that is vague.

Vague: I had a really good weekend. (“good” can mean different things in this case.)

Precise: I had a productive weekend.
 I can eliminate generic nouns and use precise ones that help my reader visualize. Examples:

Youth: juvenile; adolescent; teen; child

Group: team; committee; clan
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Dancer:
 I can use vivid verbs. Examples:
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Light up: ignite, illuminate
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Leave behind: abandon, ditch, discard
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Put into action: activate, motivate, trigger

Put in place: arrange, positon, organize, display
I can revise text to replace imprecise or inappropriate words or phrases.
 I know
I can revise text to eliminate wordiness and redundancy.
I can revise text to eliminate unnecessary shifts in points of view.
 I Point-of-view
 Pronoun
CASA Writing Checklist
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Standard 6: Strong and Developed Writing
I understand how to develop and strengthen writing by revising, editing, rewriting, or trying a new
approach, including:

0007
I can revise text to eliminate misplaced or dangling modifiers, ambiguous or awkward pronoun references, and
shifts in tense or mood.
 I understand that modifiers placed too far away from the word that is to be modified/described create
awkward sentences. They may also change the meaning of sentences. Examples:

Misplaced Adjective: On her way to school, Annette found a red boy’s backpack. (Red describes
the boy instead of the backpack in this case.)

Misplaced Adverbs: Just Milo was chosen to read the morning announcements. (just = only Milo);
Milo was just chosen to read the morning announcements. (just = now); Milo was chosen to read
just the morning announcements. (just = only announcements)

Misplaced Phrases: The salesperson sold the couch to the buyer covered in roses. (The buyer, not
the couch, is covered in roses in this case.)

Misplaced Clauses: The waitress served a dish to the woman that was very spicy.
 I recognize misplaced modifiers and correct them by moving them to an appropriate place within a
sentence:

The waitress served a dish to the woman that was very spicy. The waitress served a dish that was
very spicy to the woman.
 I understand that dangling modifiers create vague or illogical sentences. Example:

Looking down the street, a girl was skipping along. (It is unclear who was looking down the street,
an observer or the girl herself.)

Walking across the pasture, the mud was thick and sticky. (This implies the mud was walking.)
 I recognize dangling modifiers and can correct them by either adjusting the main sentence so that the
term to be modified is adjacent to the modifier; or I can make the modifier into a subordinate clause.

Looking down the street, a girl was skipping along. Looking down the street, I saw a girl was
skipping along.

Walking across the pasture, the mud was thick and sticky. When I was walking across the
pasture, the mud was thick and sticky.
Grammar, Usage, and Mechanics (Standard 7)
CASA Writing Checklist
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Standard 7: Grammar, Usage, and Mechanics
I can demonstrate command of the conventions of standard English grammar, usage, and mechanics, including:

I understand that verbs are used to demonstrate action.

I understand that verbs not only imply action, but also the period of time (tense) when the action occurred and
who completed the action:
Present Tense: Jump
Singular
Plural
Past Tense
Singular
Plural
Future Tense
Singular
Plural
Present Perfect
Singular
Plural
Past Perfect Tense
Singular
Plural
Future Perfect Tense
Singular
Plural
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1st Person
I jump
We jump
2nd Person
You jump
You jump
3rd person
He/she/it jumps
They jump
1st Person
I jumped
We jumped
2nd Person
You jumped
You jumped
3rd person
He/she/it jumped
They jumped
1st Person
I will jump
We will jump
2nd Person
You will jump
You will jump
3rd person
He/she/it will jump
They will jump
1st Person
I have jumped
We have jumped
2nd Person
You have jumped
You jumped
3rd person
He/she/it jumped
They have jumped
1st Person
I had jumped
We had jumped
2nd Person
You had jumped
You had jumped
3rd person
He/she/it had jumped
They had jumped
1st Person
I will have jumped
We will have jumped
2nd Person
You will have jumped
You will have jumped
3rd person
He/she/it will have jumped
They will have jumped
I am familiar with irregular verb forms that do not follow the standard rules: be, begin, break, chose,
come, draw, drink, eat, fall, give, know, etc.
I know the standard use of pronouns.
 I understand that a pronoun refers to or takes the place of a noun.

Jake saw Janet and smiled at her. (In the case, “her” refers to Janet.)
 I recognize common pronouns and can use them appropriately: I; me; he; she; you; it; they; that; him;
her; each, neither; etc.
 I recognize possessive pronouns and can use them appropriately: yours; mine; his; hers; ours; its; whose
I know the standard use of adjectives and adverbs.
 I understand that an adjective is a word or set of words used to describe nouns and pronouns.
 I can use adjectives to describe appearance, touch, quantity, quality, taste, feelings, personality, etc.
 I understand that an adverb is a word or set of words used to modify verbs, adjectives, and other
adverbs. They help to define how, when, how often, and where.
I know the standard use of prepositions.
 I understand that prepositions are used to describe the relationship between words in a sentence.
 I understand how to use prepositions of place: at; in; on; above; below; across; within; between; etc.
 I understand how to use prepositions of time: at; in; on; for; since; throughout; upon; after; etc.
 I understand how to use prepositions of movement: to; toward; towards; etc.
 I understand how use other common prepositions: about, of; up; out; with; in; etc.
CASA Writing Checklist
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Standard 7: Grammar, Usage, and Mechanics
I can demonstrate command of the conventions of standard English grammar, usage, and mechanics, including:

I recognize subject-verb agreement and pronoun-antecedent agreement.
 I understand that the subject and verb in a sentence must agree – a singular subject requires a singular
verb form (he jumps, not he jump), and a plural subject requires a plural verb form (they jump, not they
jumps).
 I understand that when using two singular nouns connected by either/or, nor neither/nor, I must use a
singular verb form.
 I understand that when using two nouns in an either/or, or neither/nor sentence, the verb form must
agree with the noun or pronoun closest to it.
 I understand that in general, the plural verb form should be used when there are two or more subjects
connected.
 I understand that collective nouns can take either singular or plural verb forms: family, staff, couple,
audience, etc.
 I understand that a pronoun refers to something or someone (the antecedent) and must agree in number
(plural/singular) with the corresponding item.
 I can identify pronoun-antecedent errors and correct them.

The girls were delighted when her mom arrived. The girls were delighted when their mom arrived.

I know the standard use of comparatives, superlatives, and possessives.
 I understand that comparatives are adjectives used to compare two things.
 I understand the standard rules for changing regular/irregular adjectives into their comparative forms.
 I understand that superlatives are adjectives used to compare three things or more.
 I understand the standard rules for changing regular/irregular adjectives into their superlative forms.
 I understand how to use possessive pronouns in order to demonstrate ownership.

I am familiar with the rules of spelling and of commonly misspelled words.

I am familiar with the rules of capitalization and the standard use of capital letters.

I am familiar with the rules of punctuation and the standard use of punctuation marks.
Domain II – Writing Assignment
0008
Writing Assignment (Standard 8)
Standard 8: Writing Assignment
I can demonstrate the ability to write arguments to support claims in an analysis of substantive topics using valid
reasoning and relevant and sufficient evidence, including:

I can analyze the claims made in a substantive informational text.
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I can write arguments to support claims and counterclaims with clear reasons and relevant evidence.
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I can state and maintain focus on key ideas through the use of a clear thesis statement and topic sentences.
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I can organize ideas effectively and maintain a logical sequence of ideas.
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I can establish and maintain a formal style and objective tone.
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I can provide a conclusion that follows from and supports the argument presented.
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I can use language and vocabulary that are clear, precise, and appropriate for a given audience and purpose.
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I can demonstrate command of the conventions of standard English grammar.
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I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.