IDEAS

1.   Does the essay have a clear, properly limited, and interesting
thesis?  (Is it an assertion about something and not just a
statement of fact?)

2.   Is the thesis adequately supported?  (Is the support in the
essay, or is it filed away in the writer's mind?)

3.   Are probable objections to the thesis anticipated and dealt
with?  (Does the thesis make "sweeping generalizations" that almost
everyone will object to?)


ORGANIZATION

4.   Is the thesis conspicuous enough?  (Will the reader recognize
it in time to follow the reasoning of the essay?)

5.   Does every paragraph support the thesis and help to build the
reader's confidence in it?  (Is the thesis developed and defended,
or is it merely restated over and over in different words?  Does
the essay stick to the thesis, or does it digress and wander away
from the main point?)

6.   Does the first paragraph attract the reader's attention?  (Is
the opening interesting, or is it just another boring, blunt
statement of the thesis?)

7.   Is the necessary supporting information provided where it is
needed?  (Are there enough facts and explanations provided to
clarify the main point of each paragraph?  If you left out any
supporting details and examples, add them.)

8.   Does the last paragraph give enough sense of completion? 
(Does the essay seem "completed" or "ended", or does it seem like
the writer got bored and tired of writing?)

9.   Are there clear and helpful transitions between paragraphs? 
(Are the paragraphs isolated units, or are they connected by
transitions like "Furthermore" or "However"?)




STRUCTURE

10.  Do the sentences show enough variety of structure?  (Are there
too many short, choppy sentences or too many long, tangled ones? 
Are there any fragments or run-ons?)

11.  Is the vocabulary clear, appropriate, and effective?  (Do all
of the words make sense?  Does every sentence contain accurate word
usage?  Are there any words that are needlessly abstract and vague,
or are there any inappropriate slang expressions?  Did you leave
out any words?  Add them.)

12.  Is the essay written in standard written English?  (Do all of
the subjects and verbs agree?  Is every plural noun in the correct
form?  Does each verb have the correct ending?  Make sure that you
did not carelessly switch verb tenses.  Does every pronoun agree
with the noun to which it refers?  Have the articles "a," "an," and
"the" been used correctly?)

13.  Are all words correctly spelled and capitalized?  (Use your
finger to point at each word as you read it aloud.  If you're not
sure if a word is spelled correctly, look it up in your dictionary. 

14.  Are all of the forms of punctuation correct?  (If you're not
sure, look it up in your text.)

15.  Did you remember the correct format for an essay title?  (If
not, look it up in your notes and correct your title.)  Are all of
the paragraphs indented correctly? 

     Never hand in an essay to a teacher until you have
satisfactorily answered all fifteen questions above!  (Otherwise,
you may have to write three or four drafts of each essay.)

     When proofreading, use a ruler or a blank sheet of paper below
each line of your writing in order to cut off the rest of the words
from your vision.  The fewer words you examine at a time, the
easier it is to find errors.  In addition, it is helpful to read
your essay slowly, and read it aloud (quietly).  Don't let your
eyes move quickly from one word to the next.

     Ask friends, relatives, and teachers to help you improve your
essays.  If you have any further problems or questions about
proofreading, come to the Writing Center in Thomas Hunter Hall for
help.