Download Revision Checklist Writing Style Checklist A clear connection is

Revision Checklist
Writing Style Checklist
A clear connection is made between all modifiers and the words that they modify (they are close together in all sentences). _____
All subjects and predicates (main nouns and main verbs/verb phrases) fit together grammatically. _____
No words are missing from sentences causing ideas to seem incomplete. No words are misused. _____
Any comparisons made are complete, logically consistent, and clear. _____
Each sentence emphasizes its most important ideas by placing the important word or words in the sentence at the end of the
sentence. _____
Sentences that have a series of three or more words, phrases, or clauses arrange the words, phrases, or clauses in climactic order.
_____
Sentences are as concise and as powerful as they can be. Redundant words, buzz words, clichés, and wordy phrases and clauses that
can be replaced by fewer words are not used (Words and phrases that don’t add directly to the meaning being conveyed have been
deleted). _____
Instead of having two or three short sentences in a row with the same subject, the paper combines the sentences using coordination
or subordination. _____
Coordinate structures are not overused. When coordinate structures are used, the ideas in the sentences that have been combined
or equally important. _____
Subordination is used to combine sentences. When subordination is used, the main idea is located in the independent clause (the
main idea is emphasized) _____
If and when a series of words, phrases, or clauses is presented, parallel structure is used. _____ (Remember that parallelism can be
used to emphasize points)
Sentence length varies. _____
Sentence types vary (The writer does not rely solely on simple and compound sentences). _____
Sentence openings/beginnings vary. _____
Transitional words, phrases, and clauses are used effectively. _____
Strong, precise verbs are used (Forms of “be,” “do,” “get,” and “have” are not used frequently as main verbs). _____
Expletive verb constructions (sentences that begin with the words “there” or “it” followed be a form of “be”) are not used. _____
No sentences with “is when” or “is because” are used. _____
Active voice is used. _____
Clear connections are established between all evidence presented and the conclusions being supported by the evidence. ______
The reader is left with no unanswered questions. _____
Topic sentences are provided in the first sentence of body paragraphs. Topic sentences state clear purposes for paragraphs. _____
Every sentence in each body paragraph directly relates to and validates the topic sentence for that paragraph. _____
Transitions are provided between paragraphs. _____
Stratton’s Comments Key for grading of written work
The following is a list of common errors and the comments that will appear on your papers when those errors occur.
AWK=awkward wording or sentence structure
This comment means that the sentence needs to be rephrased. The idea needs to be stated more clearly.
BQIN=better quote introduction needed
This comment means that your quote introduction does not mention your purpose for using the quote and it does not provide a smooth transition
between ideas.
BTN=better transition needed
This comment means that you have not made a clear connection between the ideas in sentences that are close together. In order to establish a logical
progression of thought, you must show the reader how the ideas in one sentence are directly connected to the ideas in the next sentence.
BTSN=better topic sentence needed
Your topic sentence, your first sentence in your paragraph, must state a clear purpose for your paragraph. If you are responding to a question, the
question needs to be rephrased in your topic sentence. If you are discussing the use of a specific literary device (irony, foreshadowing, foil, theme,
etc.) you need to mention the term you will be discussing in your topic sentence.
CHOPPY=the ideas in the paragraph do not flow together and you are not establishing a logical progression of thought
NP=new paragraph
This comment means that you should have broken up your paragraph into two separate paragraphs.
NRQ=no rhetorical questions should be used
SNP=sentence structure not parallel
UPTV=use present tense verbs
This comment means that you are using past tense verbs, and you are supposed to use present tense verbs when you write formal literary analysis.
VSS=vary sentence structures
This comment means that your sentence structures are repetitive; too many sentences begin the same way.
VTS=verb tense shift
This comment means that you are shifting from present tense to past tense or from past tense to present tense.
WV=weak verb
This comment means that the verb you used is not the best verb for the sentence. A more vivid, more precise verb can be used.
Common Errors To Avoid When Writing About Literature For Mr. Stratton

Always use PRESENT TENSE VERBS when you write a formal literary analysis! Do not shift verb tenses. Also, always use active voice.

Make sure that you give your paper an original title. This title should be centered at the top of the paper, and it should be typed in the
same font size and type that you use for the rest of the paper. Do not underline your title! Do not put quotation marks around your title!
Do not use “Theme Analysis” or “Character Analysis” as your title! Do not use the title of the novel or play as your title!

Instead of writing “is when” in any sentence, change the verb “is” into an action verb like “occurs.”

Replace linking verbs, forms of “to be”(is, am, are, was, were, be, being, been) with action verbs whenever possible.

Don’t begin sentences with “This is . . . There are . . . That is . . . These are . . . Those are . . . or . . .It is . . ..” These types of sentence
beginnings create weak sentences. State a specific noun as the subject of each sentence. Sometimes you will need to make whatever
comes after the “is” the subject.

If you must begin a sentence with “this, that, these, or those,” a specific noun MUST follow be used between those words and the verb that
follows them.

Never begin sentences with “And” or “But.” Doing so creates fragments!

Avoid comma slices that create run-ons. A comma splice is created when you write a sentence like “Mr. Stratton is a horrible English
teacher, he should find a new profession.” The comma alone cannot be used to connect two independent clauses (sentences).

Do not use “Good” and “Bad” and other descriptive words like them that are overused. These words are vague, and they fail to provide
clear imagery for the reader.

Avoid beginning too many sentences with the same word. Also avoid beginning too many sentences the same way. Vary your sentence
structures.

Always introduce evidence by mentioning your purpose for using it.

All general conclusions must be supported with specific evidence. Always provide clear analysis and explanations of HOW all supporting
evidence validates your conclusions. Many students will state a valid conclusion about a literary work, but they don’t provide specific
evidence from the work and they don’t provide clear explanations of how the evidence directly relates to and validates their conclusion.
An analysis sentence MUST APPEAR after EVERY piece of supporting evidence! Never assume an idea is self’explanatory!

Always provide analysis after a quote-DON”T END A BODY PARAGRAPH WITH A QUOTE

Always provide smooth transitions between sentences and between paragraphs. Always establish a logical progression of thought in your
writing by showing how the ideas in one sentence are directly related to the ideas in the next sentence.

Always define a concept before you discuss examples of it. Always mention the concept’s definition when you explain how evidence
serves as an example of that concept.

Avoid writing sentences with “is because” in them. Instead of writing “One reason Pip loves Estella is because,” write “Pip loves Estella
because . . ..” Such sentences are clearer and more cogent.

Do not use slang when you write for me.

Do not use contractions in any paper that analyzes literature.

Replace the verbs “get” and “have” with better action verbs. Instead of writing “get rid of,” write “remove.” Eliminating weak verbs and
replacing them with more vivid verbs will improve your writing dramatically.

Combine similar sentences. If two sentences right next to each other have the same subject, combine them!

Avoid redundant comments. Also, avoid general proclamations that are cliché and irrelevant.

Provide transitions between paragraphs, but do not mention the topic to be discussed in the next paragraph you will write at the end of the
paragraph before it. Provide the transition in the beginnings of paragraphs.

Remember that people are “who”s and objects are “that”s. You should write “The man WHO won the game” not “the man THAT won the
game.”

Never use conversational tone and style when you write for me! I never want to read sentences that contain “Let us start off . . . I will
discuss . . . In this paper I will prove . . . The following paragraphs will describe . . . The reader can see . . . I think . . .” or any similar
phrases or clauses!

Avoid using weak statements like “An example is . . ..” Replace such statements with “An example of ____ occurs when _____” or with
“An example of ____ can be found when ______”

Make sure that you write topic sentences that clearly state and identify the purpose of a paragraph. Your topic sentences should be the
first sentences in paragraphs. If you are answering a question in a paragraph, the question needs to be referenced/restated in your topic
sentence.

Avoid vague pronoun usage. Many students use pronouns without ever using the noun the pronoun is replacing. This vague pronoun
usage makes the reader confused. Remember to always use a specific noun before you replace it with a pronoun.

Create vivid imagery. Your writing must appeal to the senses as well as to the intellect. Use action verbs and vivid nouns, adjectives and
adverbs to create strong imagery.

The pronouns “this,” “that,” “these” and “those” must be followed by a specific noun. These pronouns are called demonstrative pronouns,
and they cannot stand alone.

Use precise words. Don’t use words like “thing” and “stuff.” “Things” and “stuff” have names; use the names!

Never write “could of,” “should of,” or “would of.” You mean “could have” or “could’ve,” “should have” or “should’ve,” and “would
have” or “would’ve.”

Make sure that all pronouns match their antecedents (the nouns or pronouns they replace) in number (singular or plural), in gender, and in
person. If you are replacing a pronoun that ends in “one” or “body” like one, anyone, or anybody, those pronouns are singular and they
need to be replaced by he or she, not they.

Do not end sentences with a preposition. An object must follow the preposition in formal writing. I never want to read “Where is it at?”
or “Whom did you go with?” or “Whom did you give the pen to?” I never want to hear you say such sentences either. You should say or
write “Where is it?” or “With whom did you go?” or “To whom did you give the pen?”

Remove fluff and filler sentences from your writing. Some teachers have rewarded you for filling pages. I grade based on the quality of
language and thought evident in your writing. If you provide quantity but little to no quality when you write for me, expect low grades.
How To Write a Quality Paragraph

State a clear purpose for each paragraph in the paragraph’s topic sentence, the first sentence of the paragraph. If you are answering an essay question, the
topic sentence should reference or restate the part of the essay question being answered. If you are analyzing the author’s use of a specific literary device
(irony, foreshadowing, mood, tone, satire, etc.), you should use that term in the topic sentence. If you are writing a multi-paragraph essay with an
introduction and a thesis statement, your topic sentence MUST refer to the part of the thesis being discussed. If you are analyzing a specific theme in the
paragraph, your topic sentence must use the term THEME, and it must state the theme that you will be analyzing and validating clearly.

After your clear topic sentence, you will provide your evidence and analysis. ALL evidence must be introduced. When you introduce examples of
evidence, make sure you specify the type of example you are discussing. Always write something like “One example of Shakespeare’s use of irony” or
“One example of Pip’s stupidity” when you introduce the examples of evidence. Many students write “One example is . . .”, and when they do so, the
reader is left wondering what they are discussing.

Be sure that you vary your quote introduction methods. Don’t let your writing be redundant and predictable. Change up the way you introduce quotes so
that the reader doesn’t become bored. If you are introducing a quote by using a verb like “states” or “explains,” you will probably use a comma before the
quote. If you introduce the quote in such a way that you do not end up using a verb like “states” directly before the quotation begins, you use a colon
instead of a comma.

An analysis sentence MUST follow each quote. A paragraph should NEVER end with a quote!

Avoid beginning analysis sentences after quotes with “This quote shows” or “This quote proves.” Provide a better verb than “shows” or “proves” when you
analyze quotes, and vary the sentence structures of your quote analysis sentences. Do not begin all the analysis sentences the same way. Again, you don’t
want your writing to be redundant and predictable.

Always provide clear explanations of how the words in the quotes you use as evidence support your general conclusions. To provide clear and cogent
explanations after quotes, you MUST explain how the words in the quotes work together to express specific ideas that directly relate to and validate your
points or conclusions.

All your general conclusions must be supported by specific evidence and clear analysis. Very few quotes are self-explanatory, and I prefer that you provide
analysis after every quote you use. I want you to provide crystal clear connections between your evidence and your conclusions. Never leave me asking
“How so?” or “Why?”

Make sure that every sentence in a paragraph directly relates to and validates your topic sentence. Some of you throw what I call “fluff” and “filler” into
your paragraphs. For instance, in a paragraph that is analyzing theme, you will mention that one of your pieces of evidence is also an example of irony or
foreshadowing. This information is irrelevant, and it does not belong in a paragraph that is analyzing theme development. Stay focused on the task at hand,
and don’t waste your time or mine mentioning details that don’t directly relate to a paragraph’s topic sentence.

Don’t string quotes together. Each quote needs to be introduced and analyzed independently. Some of you have a lazy habit of stating two or more quotes
together, and then after the last quote, you provide a very general analysis/summary of how the quotes you use support your topic sentence for that
paragraph. Don’t do so when you write for me!

Remember to provide transitions between pieces of evidence. The transition should be part of your introduction for the next piece of evidence you provide.

You want your writing to demonstrate a logical progression of thought. A logical progression of thought is established when you clearly show how all the
ideas in your paragraph are related to each other and to the paragraph’s main point (the topic sentence). You use transitional words, phrases, and clauses to
create this logical progression of thought.
Here is a description of what separates a paper that earns an A from a paper that earns a B or C.
An OUTSTANDING PAPER (an A paper)
1.
The main idea/conclusion/opinion/argument/observation is stated clearly in the topic sentence, which is the first sentence of the paragraph.
2. The main idea is supported with specific facts, and an explanation of how each fact directly relates to and validates that idea is provided.
3. All sentences in a paragraph support the main idea of that paragraph.
4. No grammatical or spelling errors are evident.
5. None of the errors on my “Common Errors To Avoid” handout are evident.
6. Sentence structure and word choice are varied.
7. A logical progression of thought is evident. Smooth and fluid transitions are made between ideas.
8. Precise language and thought are evident because the descriptive words used by the writer create clear mental images for the reader.
9. The reader is left with no unanswered questions. The writing is original, clever, and thought provoking. No clichés are used.
An ADEQUATE PAPER (a B or C paper)
1. The main idea is identifiable but ambiguous.
2. The main idea is supported with facts, but the explanation of how those facts support that idea is limited.
3. Grammatical and spelling errors are present, but they do not impede communication.
4. A few errors from my “Common Errors o Avoid” are committed.
5. Sentence structures and word choice are not too redundant.
6. Transitions are used, but the paragraph is choppy at times.
7. The descriptive words used to communicate meaning are vague at times. Clichés and trite expresses are used.
8. The reader is left with a few unanswered questions.
Other Suggestions for Paragraphs of Literary Analysis
1. Body paragraphs should be at least seven sentences long.
2. Don’t begin more than two sentences in a paragraphs with the same word. (Yes, this rule includes the words “A,” “An,” and “The.”)
3. Use statements of fact instead of using rhetorical questions. I HATE rhetorical questions. I consider them filler, and they are weak compared to clear, powerful, and
convincing statements of fact.
4. Don’t begin a paragraph with the word “it.”
5. Never use first or second person personal pronouns.
6. Don’t use words like possibly or maybe. When you use these words, you sound uncertain, and if you appear to be uncertain about what you are saying or writing,
you cannot expect your reader or listener to believe you. Write assertively. Write with courage, strength, and conviction!
7. Literary analysis must be more than plot summary. Literary analysis should discuss what the author teaches the reader about the human condition; your analysis
should deal with themes that are universal (they relate to all humans), it should explore human psychology, and it should discuss how the work you are discussing
expresses important truths about human emotions and experiences.
8. I expect you to focus on conveying original ideas that create strong imagery. I want you to make me write “Good idea!” and “Wow!” and “Great point!” and
“Thank you for teaching me something!” on your papers.
9. Always consider your audience and your purpose when writing your papers. Your diction and style should be appropriate for your audience and your purpose.
Since you will be writing formal literary analysis most of the time for me, your style and diction will need to be formal and scholarly most of the time.
10. Never write or say “I did good” or” I did bad.” You mean “I did WELL” or “I did poorly/badly.” Do not use adjectives when you should be using adverbs.