Download TRANSITIONAL WORDS - Moore Public Schools

TRANSITIONAL WORDS
Relationships
Transitional Words
TIME
First, next, suddenly, when, after, before, soon, at
the same time, as soon as, the following, finally,
as, then, meanwhile, afterward, immediately, later
PLACE
Beside, here, near, there, above, below, on the
left, on top of, around, opposite, next to
IMPORTANCE
First, second, third, primarily, predominantly,
largely, above all, chiefly, mainly, principally, for
the most part, better, best, last, more important,
most important, most of all, least, last but not
least
Therefore, for that reason, namely, because, due
to, thus, as a result, consequently, so, since, for,
then
CAUSE/EFFECT
COMPARISON
Similarly, like, clearly, same as, in the same way,
as, also, obviously, apparently, correspondingly,
equally
CONTRAST
But, however, yet, although, clearly, even though,
in contrast, different from, unlike, on the other
hand, nevertheless, conversely, in spite of, though,
still
EXAMPLES
That is, for this reason, such as, for example, like,
in other words, along with, as follows, for
instance, as, namely, clearly, evidently,
undoubtedly, without a doubt, plainly,
unmistakably
Again, also, additionally, in addition, furthermore,
another, and, besides, for example, for instance,
moreover, next, likewise, finally, as well, along
with, equally important, in other words
ADDITIONAL INFORMATION
ALTERNATIVE VOCABULARY LIST
Empty Words
very
a lot
said
great
important
then
much
thing
think
get
too
nice
like
best
More Effective Words/Phrases
Significantly, vastly, extremely, exceptionally, exceedingly, incredibly,
extraordinarily, greatly, particularly, certainly, positively, highly, amply,
remarkably, quite, to a great extent
Many, a large number, a great deal, an abundance, masses, a significant
number, a substantial amount, innumerable times, countless numbers
Added, admitted, answered, argued, asked, cautioned, confessed,
declared, demanded, denied, exclaimed, explained, insisted, informed,
murmured, muttered, nodded, offered, questioned, replied, requested,
stated, suggested, whispered, assented, cited, claimed, conceded,
denounced, disclosed, enumerated, espoused, indicated, outlined,
presented, retorted, revealed, speculated, stipulated, theorized
Immense, vast, huge, enormous, excellent, noble, grand, majestic,
exalted, commanding, famous, renowned, acclaimed, celebrated, fames,
distinguished, noted, prominent, preeminent, unrivaled, astounding
Vital, imperative, chief, key, main, essential, central, principal, critical,
crucial, weighty, critical, paramount, momentous, foremost, marked,
ponderous, valuable, relevant, pressing, of great consequence
At that point, suddenly, all at once, soon after, before long, next, later,
after that, from that day on
Abundant, satisfying, sufficient, adequate, considerable, substantial,
ample, voluminous, copious, plentiful, profuse, complete, lavish,
generous, immeasurable, endless, countless, extravagant
Issue, affair, matter, concern, occurrence, subject, idea, entity,
element, point, problem
Consider, muse, ponder, contemplate, deliberate, examine, evaluate,
appraise, weigh
Gain, procure, attain, compel, recover, reach, win, achieve, purchase
In addition, as well, additionally, moreover, furthermore
Superior, admirable, agreeable, delightful, charming, cordial, courteous,
considerate, gracious, genial, pleasant
(adjective) similar, near, resembling, conforming with, matching,
equaling, not unlike, akin, related, analogous, corresponding, comparable,
parallel, approximating
(verb) admire, regard with favor, prize, esteem, approve of
Of highest quality, most impressive, finest, prime, advantageous,
supreme, incomparable, paramount, matchless, unrivaled, unparalleled,
unequaled, inimitable, superlative, foremost
DEAD VERBS
IS
BAD – That is the best idea I have heard so far.
GOOD – What a great idea!
AM
BAD – I am going to spend the entire night finishing homework.
GOOD – Finishing homework will take up my entire night.
ARE
BAD – We are the teacher’s favorite class by far.
GOOD – The teacher loves our class more than any other
class.
WAS
BAD – The student was confused by the information.
GOOD – The information confused the student.
WERE
BAD – We were going to the meeting but accidentally forgot.
GOOD – We planned to attend the meeting but
accidentally forgot.
HAS
BAD – She has at least seven Coach purses.
GOOD – She owns at least seven Coach purses.
HAD
BAD – I had to go to work, and I couldn’t clean the kitchen.
GOOD – I couldn’t clean the kitchen before driving to
work.
HAVE
BAD – When I am in a bad mood, I have to eat Snickers bars.
GOOD – Eating Snickers bars helps me to recover from a
bad mood.
BE
BAD – Someday, I will be the greatest soccer player in the world.
GOOD – Someday, I hope to play soccer professionally.
BEING
BAD – Being such a hard worker continues to pay off.
GOOD – Working hard always pays off in the end.
BEEN
BAD – I have been wondering the same question all hour.
GOOD – I wondered the same question all hour.
CAN
BAD – Who can believe that summer is already over?
GOOD – Summer seemed unusually short this year.
DO
BAD – I do want to visit every single state in North America.
GOOD – I want to visit every single state in North America.
DOES
BAD – Who does all of the set design for that movie?
GOOD – Who designs all of the sets for that movie?
DID
BAD – I did not bring my homework to school today.
GOOD – I forgot to bring my homework to school today.
TYPES OF DISCUSSION QUESTIONS
In order to promote excellent discussion, this is a series of questions
that ask a variety of things. We will use these for our class discussions.
LEVEL ONE -
KNOWLEDGE
*Purpose: recall basic facts and concepts
*Example of Question: Who was involved in the fight that killed Bob Sheldon?
*Types of Questions to Ask:
What is…?
Where is…?
Can you recall...?
Who was…?
Why did…?
Which one…?
How did _________________ happen?
How could you explain…?
Who or what were the main…?
Can you select…?
LEVEL TWO -
COMPREHENSION
*Purpose: organizing, interpreting, describing, or stating the main idea
*Example of Question: How would you describe the events that led to Johnny
and Ponyboy fleeing on the train?
*Types of Questions to Ask:
What is the main idea of…?
What facts or ideas show…?
What can you say about…?
How would you rephrase…?
How would you classify the type of…?
How would you compare and contrast…?
State or interpret in your own words…
LEVEL THREE -
APPLICATION
*Purpose: solve problems using knowledge, facts, or techniques differently
*Example of Question: What questions would you ask Johnny in an interview?
*Types of Questions to Ask:
How would you use…?
What examples can you find to…?
What would result if…?
What approach would you use to…?
What facts demonstrate…?
What have you learned to show…?
How would you organize _________________ to show…?
What other way would you plan to…?
LEVEL FOUR -
ANALYSIS
*Purpose: identify causes, make inferences, or find evidence
*Example of Question: What motive is there for Johnny and Ponyboy to return
home and turn themselves into the police?
*Types of Questions to Ask:
How is _____________ related to…?
What is the theme…?
What ideas justify…?
What evidence can you find…?
Can you list the parts…?
Why do you think…?
How would you classify…?
What is the relationship between…?
LEVEL FIVE -
SYNTHESIS
*Purpose: combining elements in a new pattern or proposing solutions
*Example of Question: What changes would you make to solve the constant
feuding between the Greasers and the Socials?
*Types of Questions to Ask:
How would you improve…?
Can you invent…?
What facts can you compile…?
What would happen if…?
How could you change the plot…?
How would you test…?
Can you predict the outcome if…?
What way would you design…?
What can be done to minimize…?
LEVEL SIX -
EVALUATION
*Purpose: present and defend opinions by making judgements
*Example of Question: Do you agree with the actions of Cherry Valance to
defend the Greasers and keep quiet about their hiding?
*Types of Questions to Ask:
Do you agree with the actions of…?
Why was it better that…?
How do you compare the ideas…?
What would you select…?
How would you rate the…?
How would you evaluate…?
What did the character choose…?
What choice would you have made…?
What data was used to make the conclusion…?
THE FIVE STEPS OF THE WRITING PROCESS
Prewriting – plan and brainstorm the topic of the essay
Writing – write the essay based on your planning with an
introduction, three body paragraphs, and a conclusion
Revision – make changes using the six traits of writing
Editing – make changes to the essay by correcting grammar,
spelling, capitalization, etc.
Publishing – the final copy of the essay
THE SIX TRAITS OF THE WRITING PROCESS
#1.) Ideas – strong, detailed main ideas and supporting details
#2.) Organization – use the best order: cause and effect,
chronology, or most important to least
important
#3.) Sentence Fluency – well-built sentences, smooth phrasing, and
natural flow
#4.) Word Choice – remove dead verbs, empty words, and personal
Pronouns
#5.) Voice – show the individuality of the writer
#6.) Conventions – correct grammar usage and mechanics (GUM)
MODES OF WRITING
NARRATIVE:
Tell a story; real or imagined; plot, characters, dialogue, etc.
Relate a sequence of events; beginning, middle, end.
Recount what happened in a chronological format.
DESCRIPTIVE:
Tell what a person, place, thing, or event is like.
Paint a picture in words of something.
Portray it so that reader can picture it in her/his mind.
EXPOSITORY:
Give factual information about a subject; make a report.
Explain how to do something.
Compare/contrast two things, people, places, events.
Present a problem/give a solution.
PERSUASIVE:
State your opinion; take a stand and defend it; influence or
convince the reader; support your position with facts and proof.
REFLECTIVE:
Share your thoughts about a significant issue; discuss
thoughts about a significant past event, a quotation, etc.;
tell how it changed you.
FREITAG’S PLOT PYRAMID
CLIMAX
the highest point of action
in the story; the turning
point; the moment when
everything changes
RISING ACTION
the events in the
story that lead to
the climax
FALLING ACTION
the events in the story
that happen after the
climax and lead to the
resolution
EXPOSITION
the introduction
of the characters, setting, and
conflict(s) of the story
RESOLUTION
the end of the story that
solves the conflict(s) or ties
up the loose ends
BUILDING THE BASIC ESSAY
Introduction
Lead
Sentence: Grab the reader's attention with an interesting lead
sentence. It is usually "broad" in that it does not identify your thesis
statement immediately. Interesting lead sentences might include the following:
a short, interesting anecdote about the subject; a quotation from a famous
person or a piece of fiction or nonfiction; a definition of a term that is related to the subject;
a thought-provoking question about the subject; or a shocking, unusual statistic or fact about
the subject.
Thesis Statement: Formulate the thesis statement. The thesis statement is the focus of
the essay. In a persuasive essay, it is the writer's opinion. In a comparison/contrast essay, it
states what is similar and/or what is different. In a cause/effect essay, it states what caused
something to happen. In a problem/solution essay, it states what the problem is and that
there is a solution for it. In a how-to essay, it states that the process of doing
something is interesting, complicated, etc. In a reflective essay, it states that a
personal experience has provided a new perspective on life, etc. In a descriptive essay,
it implies that something is worth describing to the reader.
Body Paragraphs 1, 2, & 3
Topic
sentence: The topic sentence should start the paragraph by clearly supporting the
thesis statement. The topic sentence might be a reason why, an example showing, the proof
of, or a fact that shows why the thesis statement is true.
Concrete/Vivid details: The writer must now write a few sentences that elaborate
on (tell about in a more detailed way) the topic sentence. These sentences should
extend the reader's understanding of the reason, example, proof, or fact discussed
in the topic sentence. Quotations from experts, anecdotes, statistics, and further
explanations using language that elicits a visual response from the reader are
all good ways to elaborate and extend in the body paragraph.
Concluding sentence: The concluding sentence should contain a reminder of
the information in the topic sentence.
*****IMPORTANT NOTE: Arrange the three body paragraphs in some kind of
logical order. It might make sense to leave the strongest argument for last. Perhaps the
paragraphs will fall in line chronologically or in order of location.
Conclusion
The conclusion should contain a clear reminder of the information
in the thesis statement. A conclusion may start with a re-statement of the
thesis statement and review the main points. Another conclusion may
offer the reader a summary analysis of the problem. The conclusion of an
opinion piece or a reflective piece offering personal commentary might re-emphasize the
writer's opinion. Some conclusions end with quotations from literary sources or famous people.
Some end with future predictions that tie the significance of the thesis topic today to how it
will be viewed in the future. All conclusions, though, should remind the reader of the thesis
focus, making a connection with the opening of the essay.
PROOFREADING MARKS
Symbol
¶
^
,
“ “
.
Meaning
Indent; new paragraph
Add; insert
Add a comma
Add quotation marks
Add a period (or other punctuation)
Take out; delete
Capitalize
Change to lower case; make a small letter
Reverse the order
Spelling error
Close space
]
[
Move right
Move left
GRAMMAR GUIDE
8 PARTS OF SPEECH
NOUN - Person (boy), place (school), thing (desk), idea
(happiness)
PRONOUN - Takes the place of a noun; different types include:
Subjective Objective Possessive as well as…
 Reflexive Relative (intro. subordinate [dep.] clauses) who,
whose, whom, which, that
 Interrogative (used in questions) who, whose, whom, which,
what (?)
 Demonstrative (point out things) this, that, these, those
 Indefinite
(sing.) another, anybody, anyone, anything, each, either,
everybody, everyone, everything, much, neither, nobody, no one,
nothing, one, other, somebody, someone, something
(plural) both, few, many, others, several
(sing. or plural) all, any, most, none, some, more, such
ADJECTIVE - Modifies a noun or pronoun
Heather lost the pretty coat. (modifies a noun)
She looks old. (modifies a pronoun)
VERB - What the subject does or is; different types include:
 Action (Paige jumped the fence with ease.)
 Linking - am, is, are, be, been, was, were, being, appear,
become, feel, grow, look, remain, seem, smell, sound, stay, taste
 Helping - am, are, is, be, been, was, were, being
have, has, had, do, does, did, can, could, shall, should, will, would,
may, might, must
ADVERB - Modifies a verb, adjective, or other adverb
Serina ran rapidly. (modifies a verb)
Jody is an extremely beautiful woman. (modifies an adj.)
The train approached very slowly. (modifies another adv.)
PREPOSITION - Shows direction, location, or association
Commonly used prepositions - aboard, about, above, across, after,
against, along, along with, amid, among, around, at, before, behind,
below, beneath, beside, besides, between, beyond, but (except),
by, down, during, except, for, from, in, inside, into, like, near, of,
off, on, onto, out, over, past, since, through, throughout, to,
toward, under, underneath, until, up, upon, with, within, without
CONJUNCTION - Joins words or groups of words
Coordinating conj. - and, but, or, nor, for, so, yet
Correlative conj. - either...or... / neither...nor... / both...and... /
not only...but also... / whether...or... /
Subordinating conj. (introduce subordinate clauses) - after,
although, as, as if, as much as, as though, because, before, how,
if, in order that, since, so that, than, that, though, unless, until,
when, whenever, where, wherever, while
INTERJECTION - Expresses emotion
Oh! My goodness! Ah! Ouch! Good grief! No!
SENTENCE ELEMENTS
SENTENCE - Group of words expressing a complete thought
SUBJECT - (N. or Pro.) The part of the sentence about which
something is being said
PREDICATE - What the subject does or is
***COMPLEMENTS
DIRECT OBJECT- (N. or Pro.) Receives the action of the verb
(Answers what? or whom? after the action verb)
Ex: Anne was carrying a large stack of papers. (Carrying what?)
INDIRECT OBJECT - ( N. or Pro.) Comes before the direct
object (Tells to whom or for whom the action of the verb is done)
Ex: Madge promised me a promotion. (Promised to whom?)
PREDICATE NOMINATIVE - (N. or Pro.) Follows a linking verb
(Is the same person or thing as the subject)
Ex: Edmond is a suburb of Oklahoma City. (Edmond = suburb)
PREDICATE ADJECTIVE - (Adj.) Follows a linking verb
(Modifies the subject)Ex: The novel Silas Marner is interesting.
PHRASES - Group of words without a subject and verb
PREPOSITIONAL PHRASE - A group of words beginning with a
preposition and ending with a noun or pronoun (The last word in the
prepositional phrase is the object of the preposition.)
Ex: Broadway has been the site of many accidents.
Note: Prepositions not in a prepositional phrase are called adverbs.
Ex: Lynn rushed through quickly. (Rushed how?) Adv.
PARTICIPIAL PHRASE - Verb form (-ing, -ed) used as an adj.
Intro. part. ph. - Standing up straight, Sandi sang the song.
Observed by the teacher, Yvonne paid attention.
Essential part. ph. - The classes emphasizing writing are the best.
Nonessential part. ph. - The storm, bringing rain, caused damage.
GERUND PHRASE - Verb form ending in -ing used as a noun.
Ger. ph. sub. - Playing Scrabble is great fun!
Ger. ph. d.o. - Sally finally finished counting the textbooks.
Ger. ph. o.p. - Mary Jo earns money by babysitting her sisters.
Ger. ph. p.n. - His best memory was their falling in the mud.
INFINITIVE PHRASE - An infinitive is a verb form preceded by
to that can be used as a noun, adjective, or adverb.
Inf. ph. noun - To arrive on time would be polite. (subj. of sent.)
Cheryl always wants to stay late. (d.o. of sent.)
Deborah's goal is to win the election. (p.n.)
Inf. ph. adj. - Judy is the candidate to watch this year.
Inf. ph. adv. - Jeanne came to cheer for the team.
APPOSITIVE PHRASE - N. or pro. that renames another n. or pro.
Essential appositive - My cousin Beverly loves to read.
Nonessential appos. ph. - Pierre, my little poodle, is a good pet.
CLAUSES - Group of words with a subject and a verb
Independent clause - Can stand alone
Subordinate clause - (dependent clause) Cannot stand alone
ADJECTIVE CLAUSE - Subordinate clause that modifies a n. or
pro.
Essential adj. cl. - Sherry is the one who helped us yesterday.
Noness. adj. cl. - This book, which is about Africa, is good.
NOUN CLAUSE - A subordinate clause used as a noun
N. cl. subj. - Whoever wins the election will rule the country.
N. cl. d.o. - We heard that Susan graduated with honors.
N. cl. o.p. - Here is a list of what Errin has read this summer.
N. cl. p.n. - This is what Tammie bought for your birthday.
ADVERB CLAUSE - A subordinate clause that modifies a verb, an
adjective, or another adverb
Intro. adv. cl. - After Chris heard the song, she began to cry.
CAPITALIZATION
1st word in the sentence, Pronoun I, Interjection O
Proper nouns, proper adjectives
People's names - Martin Luther King, Jr.
Geographical names - Edmond, Long Island, the Arbuckle
Mountains, Thirty-third Street, Lake Arcadia, Fink Park, the
Midwest, Oklahoma County, the Atlantic Ocean BUT...north,
south, east, west are not capitalized
Organizations, business firms, institutions, govt. bodies –
Student Council, Xerox Corporation, Oklahoma State University
Historical events and periods, special events, calendar items –
Civil War, Special Olympics, Senior Prom, Monday, Halloween,
Christmas, April, the Renaissance BUT...freshman... winter...
Nationalities, races, religions – Baptist, African-American
Brand names – Campbell's soup, Crest toothpaste, Nike
Ships, planes, monuments, awards, etc. – the Titanic, the
Vietnam Memorial, the Statue of Liberty, an Academy Award
School subjects (languages / course names followed by a
number) – English, Spanish, Algebra II, algebra, history, biology
Titles of people – Superintendent Dibrell, President Deaver
Family names – Aunt Adena, my aunt, Grandma, my grandmother
Titles of books, magazines, poems, stories, articles,
documents, movies, paintings, etc. – The Diary of Anne Frank,
"The Raven," the Mona Lisa, Sports Illustrated
Words referring to the Deity – God, the Almighty, Lord
PUNCTUATION
PERIOD, QUESTION MARK, EXCLAMATION POINT –
Use at the end of the sentence.
COMMA – Use a comma as follows:
To separate items in a series – My dogs are Sam, Mac, and
Rowdi.
To separate two or more adj. before a noun – Pocahontas
learned that John Smith was an intelligent, energetic man.
Before the conj. separating two indep. clauses – Many people
know Ben Franklin as a statesman, but he was also a great
scientist.
After a succession of intro. prep. phrases – At the next ring
of the bell, the class may leave. (...or after a single LONG intro.
prep. ph. of four + words) – In four or five minutes, we'll leave.
BUT ... In 1929, America saw the crash of the stock market.
Intro. participial phrase – Looking around the room, Jackie
searched for her friend. Admired by all, Jennifer won the award.
Nonessential participial ph. – Longfellow Middle School, noted
for its unusual architectural style, was built in 1973.
BUT...Essential part. ph. – The girl dressed as a cat won the
prize.
Nonessential appositive - Jet, my best friend, is here.
BUT... Essential appositive ph. – My best friend Jeri is here.
Intro. adv. cl. – When you finish your work, you may read a book.
(after, although, because, if, since, while, as long as, unless...)
Nonessential adj. cl. – Trish, who lives in Ohio, is my friend.
BUT... Essential adj. cl. – The boy who lives next door is my
friend.
Parenthetical expressions – I did notice, however, that he left.
(moreover, on the other hand, by the way, in fact, for example...)
Addresses – Write to me at 1001 W. Danforth, Edmond, OK
73034.
Dates – Hawaii became a state on August 21, 1959.
Introductory words – No, you may not leave. Teresa, come here.
Salutations, closings – Dear Lindsey, ... Sincerely,
Between name and title – David Smith, Jr. Ashley Jones, Ph.D.
DASH – Use to indicate abrupt break in thought or to mean
namely, in other words or that is before an explanation.
Ex: Very few people -- three, to be exact -- arrived on time.
Ex: It was an exciting day -- we almost got lost!
PARENTHESES - Enclose incidental explanatory matter added to a
sentence but not of major importance.
Ex: My birthday (August 5) is just around the corner.
BRACKETS - Enclose explanations within parentheses or in quoted
material when explanation is not part of the quotation.
Ex: (See pg. 16 [Section 2] for a more detailed report.)
Ex: "I was surprised by it [the party], and I appreciate it."
SEMICOLON
Use between independent clauses not joined by a conjunction.
Ex: Read all of the books; you will enjoy them.
Use between indep. clauses joined by such words as for
example, that is, besides, moreover, therefore, however, etc.
Ex: They disagree with me; however, I think I am right.
Use between items in a series if items contain commas or
between indep. clauses joined by coordinating conjunction when
there are commas within clauses.
Ex: Winners were Dee Dee, first; Karla, second; and Kim, third.
Ex: Sam, Mac, and Rowdi are my dogs; and they are well behaved.
COLON
Use to mean "note what follows."
Ex: The suitcase held everything: socks, shorts, and shirts.
Use before a long, formal statement or quotation.
Use betw. indep. clauses when second cl. restates idea in first.
Ex: Carol is popular: she is kind, she is caring, and she is nice.
Use in certain conventional situations.; Ex: 8:00 A.M. / Proverbs 3:3 /
Sports Illustrated 34:16 (vol. And no.) / Dear Ms. Smith: (bus. letter)
ITALICS (UNDERLINING)
Italicize (or underline if you are writing by hand) titles of books,
films, plays, television shows, magazines, newspapers, works of
art, ships, planes... Ex: The Old Man and the Sea, Air Force One
Italicize words, letters, and figures referred to as such and
foreign words not yet adopted into English.
Ex: The most common word in English is the; Ex: The Latin phrase ad
astra per aspera gives me hope.
QUOTATION MARKS
Enclose a direct quotation. (Note punctuation placements.)
Ex: "Be careful," Janelle said, "that you don't spill the milk."; Ex: "When
will you answer my question?" asked Sarah.; Ex: Were you shocked when
Jacci said, "I quit"?; Ex: "How beautiful you are!" Kevin exclaimed.; Ex:
Stop saying "you know"!; Ex: "Betty," Wilma said, "I love Fred"; then
she quickly left.
Use single quotation marks to enclose a quotation within a
quotation. Ex: She said, "Read 'The Raven' by Tuesday."
Use quotation marks to enclose the titles of poems, short
stories, articles, songs, television show episodes, and chapters.
Ex: Read "Fear in the Dark," the last chapter in the book.
Enclose slang words, technical terms, other unusual expressions.
APOSTROPHE
To form the possessive case of a singular noun, add 's.
Ex: the boy's bike / my boss's office / Mr. Jones's yard
To form the possessive case of a plural noun ending in s, add ' .
Ex: the boys' bikes / my bosses' rules / the Joneses' yard
Plural nouns not ending in s add 's. Ex: the children's toys
Others: my father-in-law's job, Julie and Terri's report, Matt's
and Brian's jackets, a day's work
Use 's to form plurals of letters, numbers, signs, and words
referred to as words. Ex: Hawaii has two i's. 99 has two 9's.
Use apostrophes to form contractions. Ex: can't
HYPHEN
Use to divide a word at the end of the line.
Others: a two-thirds majority / ninety-eight years old / ex-mayor
/ president-elect / anti-European / rain-soaked shirt (when
compound adj. precedes the noun it modifies)
SELF-EDIT CHECKLIST
Ideas
Sentence Fluency
_____ Introduction – begins with an exciting
topic sentence that grabs the reader’s
attention
_____ Natural rhythm and flow to words and
phrases
_____ Body – every paragraph has 3
concrete details and 3 vivid details
_____ Conclusion – draws the essay to a
close but leaves the reader with an
impression
_____ Uses a variety in sentence beginnings
and types of sentences
_____ No sentence fragments
_____ No run-on sentences
Conventions
Organization
_____ No spelling mistakes
_____ Topic sentence begins every
paragraph
_____ No capitalization errors
_____ No punctuation errors
_____ Thesis statement is the last sentence
of the introductory paragraph
_____ No grammar mistakes
_____ Specific topic covered in each
paragraph
Presentation
_____ Conclusion sentence for each
paragraph
IF TYPED:
_____ 12-point, readable font
_____ one inch margins
Voice
_____ double spaced
_____ Transitions begin all paragraphs
except for the introduction
IF WRITTEN:
_____ No empty words
_____ blue or black ink only
_____ No unnecessary dead verbs
_____ one inch margins
_____ No personal pronouns
_____ good penmanship
_____ No unclear or awkward phrases/words
_____ skip lines