Guide To Revision

Ideas and Content

• My paper has a clear purpose or makes a point.
• I use clear, relevant details and examples to help the reader understand my message.
• I stick to the main idea (or ideas) and leave out details that do not matter.
• I have thought about my topic carefully and feel as if I know what I'm talking about.

Organization

• The way I've started my paper is effective; it would make the reader want to keep reading.
• I've told things in an order that makes sense and makes it easy to follow what I'm saying.
• The details in my paper go together or lead up to some bigger idea, main point, or conclusion.
• My paper ends well; it doesn't just stop suddenly, but it doesn't drag on too long either.

Voice

• I've written in a way that shows how I really think and feel about this topic.
• I like what I've written; it's fun to read.
• I've put something of myself into this paper and it sounds like me -- not like someone else.
• I've given some thought to what the reader will think and feel while reading this.

Word Choice

• It's easy to picture what I'm talking about; the words paint a picture in the reader's mind.
• I wasn't sarisfied with words or phrases I've heard many times before; I've tried to find my own way to say things.
• My writing sounds natural; it sounds like me.
• Sometimes I've tried saying something in a new or a different way; I've had fun with the language.

Sentence Fluency

• My sentences make sense; the meaning of each one is clear, and there are no words left out.
• My sentences have variety; some are longer than others, and they do not all begin the same way.
• I've read my paper over and I like the way it sounds; it's smooth and easy to read.

Conventions

• I've proofread my paper and corrected any errors in spelling punctuation, or grammar.
• My paragraphs begin in the right spots.
• I've used capital letters to begin sentences and on all proper nouns (names of persons, places, or things).
• Correct spelling, punctuation, grammar, capitalization, and paragraphing would make this paper easy for anyone to pick up and read out loud.

From: Creating Writers: Linking Assessment & Writing. Vicki Spandel & Richard J. Stiggins, Longman: White Plains N.Y., 1990, pp. 99-100