\n2. Narrative Story, Narrative Essay, and Narrative Non-Fiction<\/a><\/strong>
\n3. Descriptive Writing<\/a><\/strong>
\n4. Persuasive Writing, Opinion Writing, and Argument Writing<\/a><\/strong><\/p>\n
========================================================<\/p>\n
Does Your Checklist Reflect What You Are Teaching Your Students About Writing?<\/h2>\n
Your checklists should reflect what you have taught your students about writing. However, the reality of checklists is that teachers need to use them both as teaching tools and evaluation tools.<\/p>\n
As you examine this master checklist and cheat sheet, ask yourself these four questions:<\/p>\n
1. What am I teaching my students about writing?
\n2. What do I need to teach my students about writing?
\n3. What do I expect from my students?
\n4. What do my students know and understand about writing?<\/p>\n
How Do I Create My Own Checklist or Cheat Sheet?<\/h2>\n
To hold your students accountable for what you have taught them, use a checklist that reflects what you have taught them. To do this, create your own checklist or have students create their own \u201cstudent-owned\u201d checklists.<\/p>\n
Instead of using a generic checklist that your students don\u2019t value, I encourage you to pick and choose the perfect ideas and requirements from my collections of checklists and cheat sheets. Be sure to credit your new checklist this way: \u201cSource: Pattern Based Writing: Quick & Easy Essay<\/span>.\u201d<\/p>\n Happy writing!<\/p>\n ========================================================<\/p>\n 1.<\/span>\u00a0 To put forth the best ideas possible, the writer has researched, studied, learned, planned, and\/or reflected on the topic.<\/p>\n 2.<\/span>\u00a0 The writer has chosen ideas that support his or her main idea, premise, or thesis. All of the writer\u2019s ideas support and\/or prove the writer\u2019s big-picture message.<\/p>\n 3.<\/span>\u00a0 The writer\u2019s ideas and details shine new light on the topic. The writer presents vital information.<\/p>\n 4.<\/span>\u00a0 The writer does not repeat ideas without purpose; the writer does expand on ideas through commentary, explanation, elaboration, proof, and evidence.<\/p>\n 5.<\/span>\u00a0 The writer uses figurative language (similes, metaphors, analogy, personification, etc.) effectively. The figurative language clarifies the meaning of the writer\u2019s ideas and points. The figurative language makes things clear for the reader in an interesting way.<\/p>\n 6.<\/span>\u00a0 The writer skillfully and appropriately develops each paragraph as needed. The writer\u2019s paragraphs combine to create a well-developed and unified whole composition.<\/p>\n 7.<\/span>\u00a0 The writer has narrowed or broadened the topic to create a manageable topic. As a result, the writer has effectively addressed all of the topic\u2019s most important and interesting main ideas in the time and space allowed. Also, as a result, the piece of writing is not a grocery list of undeveloped ideas. Furthermore, the writer has not turned a simple idea into a bloated whale of an idea just to meet space requirements (aka a snow job<\/em>).<\/p>\n 8.<\/span>\u00a0 The writer has chosen the main ideas and details effectively. The ideas are both interesting and important. At the very least, they are important or extremely interesting. The important main ideas are developed with important and interesting details. The writer has omitted or deleted all of the unimportant and uninteresting ideas.<\/p>\n 9.\u00a0<\/span> The piece of writing is not a grocery list of undeveloped ideas. The writer has provided effective elaboration, explanation, evidence, description, and support.<\/p>\n 10.<\/span>\u00a0 The details and support are relevant and credible. They effectively support the main ideas and the thesis. They prove the point!<\/p>\n 11.\u00a0<\/span> The writer has generated and created thoughtful ideas that demonstrate imagination, personal reflection, contemplation of the subject matter, and consideration of the effect that the ideas will have on the reader. The text shows clear evidence of deep, thoughtful thinking and careful, contemplative analysis.<\/p>\n 12.<\/span>\u00a0 The writer has avoided the repetition of ideas and details, or the writer has used repetition as a rhetorical device with skill and purpose. The writer does not say the same thing with the same words (or even different words) without a strong rhetorical purpose\u2014that is, for effect or to drive a point home. Martin Luther King repeated \u201cI have a dream” and \u201clet freedom ring\u201d to great effect. And many writers use repetition to drive home a point.<\/p>\n 13.<\/span>\u00a0 The writer has supplied sufficient support to explain, illustrate, or prove the main ideas.<\/p>\n 14.<\/span>\u00a0 The writer has carefully chosen his or her ideas\u2014only the best have made the final cut. The writer has left out many uninteresting and unimportant details, and even a few interesting yet unimportant details.<\/p>\n 15.<\/span>\u00a0 My ideas communicate my uniqueness. When I read my writing back to myself, I smile and think that I must be brilliant. At the very least, I am proud of the ideas I am putting forth. I suspect that no one has ever expressed these ideas on this subject just like I have. I have taken old, tired information and created new information.<\/p>\n ========================================================<\/p>\n 1.<\/span>\u00a0 The organization is logical, natural, and builds on what came before.<\/p>\n 2.<\/span>\u00a0 The whole composition contains two levels of beginning, middle, and ending: 1) beginning, middle, and ending in the paragraphs, and 2) beginning, middle, and ending in the whole composition.<\/p>\n 3.<\/span>\u00a0 The whole composition contains two levels of main ideas: 1) main ideas in the paragraphs, and 2) a main idea for the whole composition.<\/p>\n 4.<\/span>\u00a0 The writer\u2019s introduction contains a clearly stated thesis statement. Everything in the whole composition relates back to that thesis statement. The thesis statement is the umbrella idea for everything in the whole composition.<\/p>\n 5.<\/span>\u00a0 The writer constructed an introduction that grabs the reader\u2019s attention and creates interest. The writer uses specific strategies and techniques to achieve this effect.<\/p>\n 6.<\/span>\u00a0 The writer\u2019s conclusion leaves the reader satisfied, fulfilled, impressed, and still wanting more.<\/p>\n 7.<\/span>\u00a0 The details in each paragraph connect to, relate to, and support the main idea of each paragraph; the main ideas connect to, relate to, and support the main message of the entire piece of writing. Every detail adds something to the main message of the entire piece of writing.<\/p>\n 8.<\/span>\u00a0 The writer\u2019s transitions make the logical flow of the writing clear.<\/p>\n 9.<\/span>\u00a0 The writer uses common organizational patterns (in a natural way) to make important points and main ideas clear. The writer uses logical patterns of thought to explain or illustrate important points and main ideas. The writer uses compare\/contrast, cause\/effect, sequencing, chronological order, point patterns, order based on importance, point-by-point vs. block method, problem\/solution, pro\/con, etc.<\/p>\n 10.<\/span>\u00a0 The writer creates a clear connection between main ideas and support. Every idea serves a clear purpose.<\/p>\n 11.<\/span>\u00a0 The organizational structure (placement of topic sentences, concluding sentences, transitions, etc.) acts as a highlighter that helps the reader see and understand what\u2019s most important in the composition. The reader can skim and scan and identify the points that the writer is making and the topics that the writer is discussing. The reader can skim and scan a little closer and identify the connection between the details and each paragraph\u2019s main point. Furthermore, the organization helps the reader see how all of the main ideas and details contribute to and support the main idea and message of the whole composition.<\/p>\n 12.<\/span>\u00a0 The writer has created and maintained a clear and unified purpose and message throughout the whole composition.<\/p>\n 13.<\/span>\u00a0 The writer does not wander or digress; the text is easy to understand and follow. The writer stays focused and stays on topic. The writer has edited and removed unnecessary, confusing, distracting, and wandering details and paragraphs.<\/p>\n 14.<\/span>\u00a0 The writer uses topic sentences and concluding sentences in each paragraph to highlight, and emphasize the main ideas and main points. Each paragraph addresses one part or aspect of the larger topic.<\/p>\n 15.<\/span>\u00a0 (See The Ten Stages of Paragraph and Multi-Paragraph Mastery<\/a><\/strong>.) The writer successfully uses a natural, less formal, less academic paragraphing style. Perhaps the writer uses more of a Short-and-Lively paragraph style<\/a><\/strong>, or perhaps the writer uses an Organized-and-Natural paragraph style<\/a><\/strong>. Some paragraphs don\u2019t have topic sentences or concluding sentences. Some paragraphs have implied main ideas. Some paragraphs are in reality a continuation of the preceding paragraph, but the writer has still divided the paragraphs on a logical break. Regardless, the reader can easily identify or infer the main ideas. The writing is still easy to read and easy to understand, and the writing flows nicely.<\/p>\n ========================================================<\/p>\n 1.<\/span>\u00a0 The writer uses at least a few different sentence openers: e.g., prepositional phrases, \u2013ing present participle phrases, \u2013ed, \u2013en, \u2013d past participle phrases, adverbs, sentence adverbs, absolute phrases, etc.<\/p>\n 2.<\/span>\u00a0 The writer uses at least a couple of different types of sentences: simple, compound, complex, and compound-complex.<\/p>\n 3.<\/span>\u00a0 The writer uses at least a couple of different types of sentences: declarative\/statement, interrogative\/question, imperative\/command, and exclamatory\/ends with an exclamation mark!<\/p>\n 4.<\/span>\u00a0 The writer has varied the length of the sentences. The writer has created a perfect mix of short, medium, and long sentences, and has created a nice rhythmic flow.<\/p>\n 5.<\/span>\u00a0 The writer has created a nice, natural, and easy to read rhythm and flow. The reader does not stumble at all when the reader reads it aloud.<\/p>\n 6.<\/span>\u00a0 The writer has not included any awkward sentences. The writer has rewritten each previously awkward sentence so that each sentence now rolls \u201ctrippingly on the tongue.\u201d<\/p>\n 7.<\/span>\u00a0 The writer uses grade-level or above-grade-level sentence structure.<\/p>\n 8.<\/span>\u00a0 The writer has avoided obvious or tedious repetitions of the same sentence structures. The sentences vary and flow naturally.<\/p>\nTrait 1: Ideas \/ Content<\/h2>\n
![\"pencil](\"https:\/\/patternbasedwriting.com\/teaching_writing\/wp-content\/uploads\/pencil-and-paper.jpg\")
It\u2019s a foundation, a framework, and a methodology for teaching writing! Please check out Pattern Based Writing: Quick & Easy Essay on the homepage to learn more!<\/span><\/a>\nTrait 2: Organization<\/h2>\n
Trait 3: Sentence Fluency<\/h2>\n