Editr s Name: Authr s Name: Date: Argument Essay EDITING WORKSHEET SPECIAL DIRECTIONS FOR EDITORS: ANY TIME YOU MARK NO ON THIS WORKSHEET, BE SURE TO ALSO MARK THIS ON THE WRITER S ACTUAL PAPER/ESSAY WITH A COMMENT EXPLAINING WHAT NEEDS TO BE FIXED. Paragraph 1: Intrductin 1. Read the hk. Is there a hk? Write the hk here: 2. Is the hk interesting & des it make sense as it is written r shuld it be imprved? YES Needs Imprvement 3. Are there 2-3 sentences prviding backgrund infrmatin AND DOES EVERY SENTENCE MAKE SENSE? 4. Is there a clear, firmly stated thesis stating the psitin f the writer INCLUDING TWO ARGUMENTS? **Be sure the thesis is underlined in black, if it isn t, please d s fr the writer. Write the authr s psitin here: Write argument 1 here: Write argument 2 here: ** All three things yu wrte abve fr #4 shuld be in the thesis if these three things (psitin/arg.1/arg.2) are nt in the thesis, r if there is nt a clear thesis, and yu are unsure f what the writer s psitin r arguments are, STOP. Give the paper back t the writer and ntify him/her that she/he needs t fix this befre he/she can mve frward. Page 1
Paragraph 2: First Argument with evidence and analysis/reasning 5. Des the writer begin paragraph tw with argument #1, and is this written in the clr blue? Write the sentence which intrduces argument #1 here: (the sentence written abve shuld begin with a transitin such as first ---des he/she d this? Mark this n his/her paper) 6. Is this first argument sentence t similar t the wrding in the thesis? Is it t repetitive? * Try writing n the writer s paper and suggesting alternative wrding using synnyms. * = writer needs t fix 7. Read the evidence (red). Check t be sure: Evidence is 4.5-5 lines lng (fr entire paragraph) Evidence thrughly explains the circumstances and what is ging n with enugh cntext and explanatin (if nt, write: add mre cntext) - Cnsidering the cntext and the cited qutatins, des the evidence actually prve the blue argument is true? (if the evidence des nt prve the blue argument, write this cmment n the paper, and IMMEDIATELY tell the writer f the prblem, as this needs t be addressed ASAP) Re-read the cited qutes a secnd time. Des each qute have a lead-in? Check t be sure NO SENTENCES BEGIN WITH QUOTATION MARKS. Re-read the cited qutes a third time. D the lead-ins actually explain what is ging n in the qute? And d the lead-ins wrk well (meaning they d nt create run-n sentences r cmma splices? 8. Read the analysis (green). Check t be sure: Des the analysis PROVE THE BLUE ARGUMENT IS TRUE? Des it actually refer back t the pint written in the blue argument? (If nt, write this n the paper and tell the writer IMMEDIATELY) Des the analysis/reasning make a level three (high-level critical thinking) pint? Des it g beynd the bvius? (If nt, write: need t get t L3/explain: hw/why/s what?) Page 2
Paragraph 3: Secnd Argument with evidence and analysis/reasning 9. What transitin des the writer use t intrduce the SECOND argument/sub-pint? If the writer des nt use a transitin, please insert ne fr him/her. 10. Des the writer begin paragraph three with argument #2, and is this written in the clr blue? Write the sentence which intrduces argument #2 here: 11. Is this secnd argument sentence t similar t the wrding in the thesis? Is it t repetitive? * Try writing n the writer s paper and suggesting alternative wrding using synnyms. 12. Read the evidence (red). Check t be sure: Evidence is 4.5-5 lines lng (fr entire paragraph) Evidence thrughly explains the circumstances and what is ging n with enugh cntext and explanatin (if nt, write: add mre cntext) - Cnsidering the cntext and the cited qutatins, des the evidence actually prve the blue argument is true? (if the evidence des nt prve the blue argument, write this cmment n the paper, and IMMEDIATELY tell the writer f the prblem, as this needs t be addressed ASAP) Re-read the cited qutes a secnd time. Des each qute have a lead-in? Check t be sure NO SENTENCES BEGIN WITH QUOTATION MARKS. Re-read the cited qutes a third time. D the lead-ins actually explain what is ging n in the qute? And d the lead-ins wrk well (meaning they d nt create run-n sentences r cmma splices?) 13. Read the analysis (green). Check t be sure: Des the analysis PROVE THE BLUE ARGUMENT IS TRUE? Des it actually refer back t the pint written in the blue argument? (If nt, write this n the paper and tell the writer IMMEDIATELY) Des the analysis/reasning make a level three (high-level critical thinking) pint? Des it g beynd the bvius? (If nt, write: need t get t L3/explain: hw/why/s what?) 14. Re-read paragraphs tw and three. As yu read, is there any part that makes yu wnder, s what s the pint? r I dn t get it? If s, please mark this n the writer s paper. Page 3
Paragraph 4: Cunter-Argument 15. What is the writer s tpic sentence f the cunter-argument paragraph? Write it here: Des the sentence intrduce the OPPOSING SIDE S claim r argument? 16. Find the transitin that signals the writer is intrducing his/her rebuttal t the first cunter argument. Write the transitin wrd here: 17. Hw des the writer intrduce a secnd cunter argument? Write the sentence here: 18. Des the writer present TWO cunter-arguments? If nt, please write: add a secnd cunter argument 19. Overall, are the writer s rebuttals strng enugh t cnvince thers he/she is right, r des it need t be imprved and made strnger? (circle ne) FINE AS IS MAKE STRONGER Paragraph 5: Cnclusin 1. Des the writer re-state his/her thesis? Write the re-statement here: 2. Is the restatement new and interesting r is it t repetitive? (He/She said it already t much and yu re bred with hw he/she keeps repeating.) If s, write, repeat and edit t say smething new directly n the paper 3. Is the cnclusin thught-prvking? Des it make yu think, ww, that s interesting? YES NO Page 4
**KEY QUESTIONS FOR SCORING: Is there enugh explanatin t adequately explain each f the examples? - if nt, write EXP r add mre explanatin t the sectin that needs elabratin Des the authr use transitins? Des she use them effectively? - please add transitins t his/her writing where yu feel they are needed. Fix lw-level transitins t higher-level. (s, als, then, next, anther = lw level transitins) Crrect any cnventin mistakes fr the writer (capitalizatin, punctuatin, spelling, etc.) Use the editing cdes chart t re-read the essay again and use editing cdes t make cmments. Use any cde that applies. Be sure t fcus n the fllwing: awkwardness (awk): pint ut any phrases r sentences that seem dd t yu r seem like they shuld be revised wrd chice and dead wrds (WC/DW): find any weak wrd chice r dead wrds repetitiveness (REPEAT): mark any parts that seem like a repeat f what the writer already stated Use f first persn: I, me, my, us, we, ur Use f secnd persn: Yu, yur IS THE PAPER IN PROPER MLA FORMAT? Heading crrect? Header crrect? (last name p# in upper right hand crner f every page) Times New Rman Size 12 Duble-spaced 1-inch margines MLA parenthetical citatins crrect? MLA Wrks Cited page if necessary (cited surces nt handed ut by Mrs. Landry) **Overall Cmments (what is dne well and what culd use imprvement): OVERALL SCORE (circle ne) Advanced Prficient Almst prficient Nt yet prficient Page 5