Essay Editing Checklist

Use this checklist to refine your essay, keeping in mind the structure and goals of the outline you were provided. Be honest and thorough! Your goal is to make your essay the best it can be.

I. Introduction (Goal: Hook your reader, explain what’s happening, and clearly state your thesis)

1. Hook & Background:

   • Does my introduction start with a big idea about conformity or oppression to hook the reader?
   • Does it briefly remind the reader what’s happening in A Wrinkle in Time to provide necessary background?
     
     
     

2. Thesis Statement:

   • Is my thesis statement clear, specific, and does it directly answer the prompt: "How does Madeleine L’Engle use conformity to explore the theme of oppression in A Wrinkle in Time?"?
   • Is it located at the end of my introduction, stating that "L’Engle uses conformity to show that ____________." (or a similar construction)?
     
     
     

II. Body Paragraphs (Goal: Use examples to show how conformity leads to oppression)

3. Topic Sentences:

   • Does each body paragraph start with a clear topic sentence that introduces the main idea of that paragraph and supports my overall thesis?
     
     
     

4. Text Evidence & Explanation:

   • Do I have at least two pieces of textual evidence (quotes or paraphrases) from A Wrinkle in Time in each body paragraph?
   • Is my evidence smoothly integrated (not just dropped in)?
   • Do I clearly explain what each piece of evidence shows about conformity?
     
     
     
     
     

5. Connecting to Theme:

   • For each piece of evidence, do I explain how this example demonstrates oppression?
     
   • In later body paragraphs, do I explain how the example proves L’Engle’s message about resisting oppression?
     
   • Have I considered how L’Engle’s specific word choice or tone in my evidence enhances my argument about conformity or oppression?
     
     
     

III. Organization & Structure

6. Paragraph Focus & Flow:
   • Does each paragraph focus on one main idea?
   • Are my paragraphs logically ordered, with ideas building on one another?
     
     
     

IV. Conclusion (Goal: Wrap up by reminding the reader of your main message and connecting it to the real world)

7. Restate Thesis & Summarize:

   • Does my conclusion restate my main idea (thesis) in new words?
   • Does it briefly summarize my key supporting examples?
     
     
     

8. Real-World Connection:

   • Does my conclusion offer a final thought or sense of closure, highlighting how L’Engle’s message about conformity and oppression matters today?
     
     
     

V. Language & Style

9. Word Choice & Transitions:
   • Have I used precise and academic language, avoiding slang or overly casual language?
   • Have I varied my sentence structure?
   • Do I use transition words and phrases to connect ideas between sentences and paragraphs?
     
     
     
     

VI. Conventions (Grammar, Spelling, Punctuation)

10. Proofreading:
    • Have I checked for spelling errors?
    • Have I checked for punctuation errors (commas, periods, apostrophes)?
    • Have I checked for grammatical errors (subject-verb agreement, sentence fragments, run-on sentences)?
    • Are my internal citations formatted correctly?
      
      
      
      
      

Final Step: Read your entire essay aloud to catch any remaining errors or awkward phrasing!

Common Errors Guide: Polish Your Prose!

This guide highlights some frequent writing errors. Use it alongside your Essay Editing Checklist to strengthen your essay!

1. Sentence Fragments

What it is: An incomplete sentence, often missing a subject or a verb, or not expressing a complete thought.

Example (Incorrect): Because Meg felt like an outcast. She struggled with confidence.

How to fix: Connect it to a nearby sentence or add the missing part.

Example (Correct): Because Meg felt like an outcast, she struggled with confidence. OR Meg felt like an outcast; she struggled with confidence.

2. Run-On Sentences / Comma Splices

What it is: Two or more independent clauses (complete thoughts) joined incorrectly.

• Run-On: No punctuation or conjunction between clauses.
  Example (Incorrect): The children traveled through space they faced great danger.
• Comma Splice: Only a comma separates two independent clauses.
  Example (Incorrect): The children traveled through space, they faced great danger.

How to fix:

• Period: Separate into two sentences. (The children traveled through space. They faced great danger.)
• Semicolon: Use a semicolon if the ideas are closely related. (The children traveled through space; they faced great danger.)
• Comma + Conjunction (FANBOYS): Use a comma followed by for, and, nor, but, or, yet, so. (The children traveled through space, and they faced great danger.)
• Subordinating Conjunction: Use words like because, while, although, since to make one clause dependent. (Because the children traveled through space, they faced great danger.)

3. Subject-Verb Agreement

What it is: The subject and verb in a sentence must agree in number (singular/plural).

Example (Incorrect): The group of students are fascinated by the concept of Camazotz.

How to fix: Identify the true subject and make the verb match.

Example (Correct): The group of students is fascinated by the concept of Camazotz. (The subject is "group," which is singular).

4. Pronoun Agreement

What it is: Pronouns must agree with the nouns they refer to (their antecedents) in number and gender.

Example (Incorrect): Each student should bring their book.

How to fix: Make the pronoun match the antecedent.

Example (Correct): Each student should bring his or her book. OR Students should bring their books. (If you make the antecedent plural).

5. Vague Pronoun Reference

What it is: A pronoun (like it, this, that, which, they) refers to an unclear or ambiguous noun.

Example (Incorrect): When Mrs. Whatsit spoke to Meg about the tesseract, it confused her.

How to fix: Replace the pronoun with a clear noun or rephrase the sentence.

Example (Correct): When Mrs. Whatsit spoke to Meg about the tesseract, the concept confused her.

6. Incorrect Use of Commas

What it is: Commas are often overused or underused.

**Common Comma Rules:
**

• Before a coordinating conjunction (FANBOYS) joining two independent clauses. (e.g., Meg was brave, but she was also scared.)
• After an introductory phrase or clause. (e.g., After enduring many trials, Meg found her father.)
• To separate items in a list. (e.g., The children, Mrs. Whatsit, and Mrs. Who traveled together.)
• To set off non-essential information. (e.g., Charles Wallace, a brilliant young boy, could communicate telepathically.)

7. Misplaced or Dangling Modifiers

What it is: A descriptive phrase that is placed in a way that it modifies the wrong word or seems to modify nothing at all.

• Misplaced:
  Example (Incorrect): She saw the dark thing running through the woods.
  How to fix: Place the modifier closer to the word it describes. (She saw the dark thing that was running through the woods. OR Running through the woods, she saw the dark thing.)
• Dangling:
  Example (Incorrect): After finishing the book, the theme of conformity was clear.
  How to fix: Make sure the subject being modified is present in the sentence. (After finishing the book, I found the theme of conformity clear.)

Remember to read your essay slowly and carefully, perhaps even backwards sentence by sentence, to catch these tricky errors! Happy editing!

Conformity Analysis Reflection

Name: _____________________________

Date: _____________________________

Directions: Please answer the following question thoughtfully based on your experience writing and editing your essay.

What was the hardest part about analyzing conformity and its connection to oppression in A Wrinkle in Time?

What is one specific area you focused on improving in your essay today?

What is one new editing strategy you learned or plan to use in the future?

Teacher Script: Final Essay Polish Workshop

I. Setting the Stage for Self-Editing (5 minutes)

(Display Final Essay Workshop Slides - Slide 1. Optionally, display the original essay outline provided to students.)

"Good morning/afternoon, everyone! Today marks the final stage in perfecting your A Wrinkle in Time essays. You've already done extensive work – from initial drafting to incorporating peer and teacher feedback. Now, it's your turn to take the lead in making these essays truly shine, ensuring every word and every idea is as clear and powerful as possible.

Let's quickly recall our essay prompt: How does Madeleine L’Engle use conformity to explore the theme of oppression in A Wrinkle in Time?

(Optional: "Remember the essay outline you were given to structure your essay? Keep that in mind as we move forward today. You can even have it open alongside your essay!")

This session is about empowering you to be your best editor. Think of it as your final mission to ensure your arguments are airtight and your evidence is compelling. I'm here as your guide, but the heavy lifting is yours."

II. Exploring Editing Tools (10 minutes)

(Display Final Essay Workshop Slides - Slides 2-4)

"To support you in this final polish, I've provided three essential tools: the Essay Editing Checklist, the Common Errors Guide, and your A Wrinkle in Time Essay Rubric. You have access to these digitally, or I have handouts.

First, I want you to spend a few minutes independently reviewing the Essay Editing Checklist. Pay special attention to how it mirrors the structure and goals of the essay outline you followed. As you read, highlight or note areas that feel most relevant to your own essay, drawing connections back to that outline. (Pause for 2-3 minutes while students review)

Now, in your small groups, discuss: 'Which sections of the checklist feel most relevant to your current draft, especially when thinking about your essay outline?' and 'What makes a thesis statement truly powerful or evidence truly compelling in the context of our essay prompt?' (Allow 3-4 minutes for group discussion)

Alright, let's hear from a few groups. What did you discuss about a powerful thesis or strong evidence?

Next, quickly skim through the Common Errors Guide. Make a mental note of any errors you know you sometimes make in your writing. This guide is your quick reference for those tricky mistakes.

Finally, take a moment to look over the A Wrinkle in Time Essay Rubric. This is how your essay will ultimately be graded. As you edit, keep these standards in mind. This rubric is your ultimate guide to success on this assignment."

III. Independent Editing Workshop (15 minutes)

(Display Final Essay Workshop Slides - Slide 5)

"Now, it's time for focused, independent work. For the next 15 minutes, you will work on your own essays. Use your Essay Editing Checklist as your personalized roadmap, guiding you through each aspect of your essay, always keeping your original outline in mind.

If you encounter a type of error or a grammatical question, refer to the Common Errors Guide for support. And always keep the expectations of the A Wrinkle in Time Essay Rubric in the back of your mind as you refine your work.

Remember my pro-tip for catching errors: Try reading your essay aloud to yourself, or use a text-to-speech function if you have one available. Our ears often catch awkward phrasing or missing words that our eyes might overlook.

I will be circulating as a facilitator, offering guidance and answering questions as they arise. This is your focused work time, so let's maintain a quiet, productive atmosphere where you can concentrate on refining your masterpiece."

(Circulate, provide support, answer questions, offering prompts like, 'What does the checklist suggest for improving your topic sentences based on your outline?' or 'Have you checked for pronoun agreement?' You can also ask, 'How does this section align with the RL.3 or W.2 standard on your rubric?')

IV. Focused Peer Collaboration (10 minutes)

(Display Final Essay Workshop Slides - Slide 6)

"Alright, let's transition to a quick, focused peer check. This isn't a full re-review, but a chance for a fresh set of eyes on one or two specific points.

I want you to exchange essays with a partner. Collaboratively, with your partner, choose 1-2 specific areas from the Essay Editing Checklist that you both want to focus on for this quick review, perhaps areas you identified as most challenging on your outline. For example, you might decide to primarily check for clear topic sentences, or smooth transitions, or accurate evidence integration and connection to the theme of oppression. Also, consider how these areas relate to the A Wrinkle in Time Essay Rubric.

As you provide feedback, remember our guidelines for constructive and kind communication. The goal is to help each other elevate our writing. Be specific in your suggestions."

(Allow 10 minutes for this quick peer check. Monitor interactions and remind students to focus on specific, student-chosen areas, and to consider the rubric as they give feedback.)

V. Reflection & Next Steps (5 minutes)

(Display Final Essay Workshop Slides - Slide 7)

"Excellent work today, everyone. Take a moment to review any feedback your partner gave you. Remember, the final drafts of these essays are due by [Teacher to insert deadline here].

Before you leave, please complete this Conformity Analysis Reflection exit slip. It asks: What was the hardest part about analyzing conformity and its connection to oppression in A Wrinkle in Time? Also, reflect on what specific area you focused on improving today and any new editing strategies you learned.

This reflection helps me understand your learning process and informs future lessons.

Thank you for taking charge of your revisions today! Please turn in your exit slips as you leave."

A Wrinkle in Time Essay Rubric

Score Key:

• 0–59: Beginning / Incomplete
• 60–69: Developing
• 70–79: Approaching Proficiency
• 80–89: Proficient
• 90–94: Strong Proficiency
• 95–100: Advanced

RL.3 – Analyze How Story Elements Interact (Character, Setting, Theme)

RL.4 – Analyze Language, Tone, Figurative Techniques

W.2 – Informative/Explanatory Writing

L.2 – Conventions (Capitalization, Punctuation, Spelling)