Sections A & F, TA: Melanie Ho
Below (and on the back of this
page) is a guideline of points to follow while writing and revising your essay.
Your essay should go through several drafts/revisions until you have a
final, polished copy that fulfills the points below—do not wait until the last
minute to write your paper. Taking the time to carefully consider these points before
and while you write will significantly improve the quality of your paper.
Also, please make sure you have carefully read all handouts given out in
class related to paper-writing, the email that I sent to you on paper-writing,
and the tips posted on the prompts page.
IMPORTANT: You must staple the following to the back of your section essay due next week:
Ø
Your completed Informal Writing Assignment #3 (Section Essay
Preparation)
Ø
The Peer Review Form from the Week 4 paper workshop.
Ø
This honestly filled-out checklist. Don’t
think that checking something off if you didn’t do it means that I won’t notice
it! I assure you that I will. ;) I am asking you to fill this out and turn it
in so that I can get a sense of how you are able to evaluate your own writing
process—the checklist itself won’t have any bearing on your grade (however, not
doing something on it in your paper will). You can put a question mark by
something if you’re not sure if you did it—though I recommend that you ask me
or a writing tutor before that point (another reason not to wait until the last
minute).
q
My thesis has a how, what, and so what.
q
My thesis is intellectually daring and debatable;
someone could argue the opposite side.
q
I have checked my thesis statement according to both the
thesis statement handout and the questions from the peer review paper workshop.
q
I do not talk about the author’s intent or beliefs in my
argument/paper.
q
I have defined my terms and am consistent with those
definitions throughout the paper. This includes terms that Professor Mott
used in lecture.
q
If my thesis statement is on a topic similar to something
that Mott lectured on, it is sufficiently different enough from his assertions;
I am making a new argument and not just regurgitating what was said in
class.
q
My thesis statement is placed in the introductory paragraph
of my paper. This introduction sets up the framework for my paper and entices
the reader to read the rest of it.
Logical Development:
q
Each of my paragraphs has a topic sentence at or near
the beginning of the paragraph. Each topic sentence relates back to the thesis
statement. I do not assume that the reader will make the connection between
each topic sentence and thesis statement—I make the connection for the
reader.
q
Each sentence in each paragraph relates to the topic
sentence, contributing to the core idea of the paragraph. I have eliminated any
sentences that do not.
q
Each paragraph offers an identifiable core idea that
supports my thesis statement/argument. I have eliminated all paragraphs that do
not advance my argument.
q
The topic sentences serve as a guide to following the
logical development of the paper. If I were to underline all my topic sentences
and just read the underlined parts, I would have a clear sense of what the
paper is about and I would think that each underlined sentence were necessary to
proving my thesis.
q
The order of my paragraphs makes sense. If I were to print
my paper, take scissors, cut the paper up so each paragraph is on a different
piece of paper, and give all the pieces to a friend, he/she would be able to
put the paper back in the exact right order without a problem.
q
My conclusion does not simply restate my thesis; it ties up
loose ends and comes to some sort of decision and/or insight concerning what I
want the reader to take away from my argument.
Evidence:
q
I use specific textual evidence. This means I perform
close-readings of every passage that I quote and my close-readings
support both the topic sentence of my paragraph and
my paper’s thesis statement. I do not
assume that the reader will make the connection between each quote and my
argument—I make the connection for the reader by analyzing language,
literary devices, etc., just as I would in an explication. I realize that every
word I quote is infused with meaning (think back to Professor Mott’s lecture on
page 7 of TOTS) and I analyze that meaning in service of my argument.
q
I have chosen shorter quotes that offer more powerful
statements, since block quotes tend to disrupt the flow of one’s
argument. Using smaller chunks of text
and explicating them well shows that I know my argument well and have mastered
my position to know—down to the phrase—which passages are most important to
making my case.
q
My quotations are introduced clearly and integrated smoothly
into my paper. (For more info, go to <http://www.utm.utoronto.ca/~dwhite/papers.htm>
and click on Quotations on the left frame of the page.)
q
My essay does not include unnecessary plot summary. I am
interpreting and analyzing the novel, not paraphrasing or summarizing it or
parts of it.
q
I am developing my thesis not just repeating it. I have
anticipated objections to my argument and used the text to overcome these. I
have explored nuances in my argument and thought about what points I can assume
and what points are irrelevant.
q
I have avoided overly-general phrases such as “Since the
beginning of time…” or “Throughout the ages.”
Style/Clarity:
q
My prose is relatively free of grammatical errors.
q
I use the passive voice infrequently.
q
My writing is clear, concise, and correct.
q
I punctuate, quote text, and cite page numbers correctly.
q
I underline or italicize the title of the novel throughout
my paper.
q
My paragraphs are broken up based on logic (when beginning a
new idea) and aesthetics (to break up a long discussion). I do not have any
paragraphs that last an entire page.
q
I have used the historical present tense, which creates the
most active voice for papers—for example, “After thinking it over, Huck decides
to go to Hell,” rather than “…Huck decided to go to Hell.” The consistent use
of this tense is usually the most lucid way to recap plot points.
Other:
q
I have proofread my paper several times and asked a friend,
family member, or writing tutor to read it as well. You might ask your friend if he/she can easily pick out
what your topic sentences are, and make sure these are the same sentences you
intended to be topic sentences.
q
I have read my paper out loud to myself (Note:
this may feel weird, but it will help you catch mistakes or awkward-sounding
phrases).
q
I have also read the final copy of my essay in hard
copy, not just on the computer (Note: this will help you to catch
mistakes too).
q
My paper is stapled, typed, double-spaced, in 12 pt. Times
font, and with 1-inch margins. My pages are numbered with my last name in the
top right-hand corner of each page.
q
I have backed up my work on a disk and made an extra hard
copy for my files, just in case.
NOTE: For more tips on writing
English papers, I have put some links on:
http://www.bol.ucla.edu/~melanieh/eng85fall03/paperadvice.html
Also, if you have lost any of the
handouts mentioned on this checklist, go to the website as well.