IDEAS

5

A. The topic is narrow and manageable. B. Relevant, telling, quality details beyond the predictable. C. Reasonably accurate details are present to support the main ideas. D. writing from knowledge or experience; the ideas are freshand original. E. questions are anticipated and answered.

3  A. The topic is fairly broad; however, you can see where the writer is headed. B. Support is attempted, but doesn't go far enough C. Ideas are reasonably clear, though they may not be detailed, personalized, accurate, or expanded enough to show in depth understanding or a strong sense of purpose. D. The writer  has difficulty going from general observations to specifics. E. The reader is left with questions F. The writer generally stays on the topic but does not develop a clear theme. The writer has not yet focused the topic past the obvious.

1  A. The writer is still in search of a topic, brainstorming, or has not yet decided what the main idea of the piece will be. B. Information is limited or unclear or the length is not adequate  C. The idea is a simple restatement of the topic or an answer to the question with little or no attention to detail. D. The writer has not begun to define the topic in a meaningful, personal way. E. Everything seems as important as everything else; the reader has a hard time sifting out what is important. F. The text may be repetitious, or may read like a collection of disconnected, random thoughts with no discernable point.

 ORGANIZATION

5  A. An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution. B. Thoughtful transitions clearly show how ideas connect.  C. sequencing is logical and effective. D. Pacing is well controlled.E Organization flows so smoothly the reader hardly thinks about it

 3   A. recognizable introduction and conclusion. The introduction may not create a strong sense of anticipation; the conclusion may not tie-up all loose ends. B. Transitions often work well; at other times, connections between ideas are fuzzy. C. Sequencing shows some logic, but not under control enough that it consistently supports the ideas. In fact, sometimes it is so predictable and rehearsed that the structure takes attention away from the content. D. Pacing is fairly well controlled, though the writer sometimes lunges ahead too quickly or spends too much time on details that do not matter. E. The organization sometimes supports the main point or storyline; at other times ,the reader feels an urge to slip in a transition or move things around.

1  A. There is no real lead to set-up what follows, no real conclusion to wrap things up. B. Connections between ideas are confusing or not even present. C. Sequencing needs lots and lots of work. D. Pacing feels awkward; the writer slows to a crawl when the reader wants to get on with it, and vice versa. E. Problems with organization make it hard for the reader to get a grip on the main point or story line.

   CONVENTIONS

"How much work would a copy editor need to do to prepare the piece for publication?"

 5  A. Spelling is generally correct. B. The punctuation is accurate C. capitalization skills are present. D. Grammar and usage are correct E. Paragraphing tends to be sound F. ready to publish.

3  A. Spelling is usually correct B. End punctuation is usually correct; internal punctuation (commas, apostrophes, semicolons, dashes, colons, parentheses) is sometimes missing/wrong. C. Most words are capitalized correctly D. Problems with grammar or usage are not serious enough to distort meaning E. Paragraphing is attempted but may run together or begin in the wrong places .F. Moderate editing (a little of this, a little of that) would be required to polish the text for publication.

1 A. Spelling errors are frequent, even on common words. B. Punctuation (including terminal punctuation) is often missing or incorrect. C. Capitalization is random and only the easiest rules show awareness of correct use. D. Errors in grammar or usage or MLA citation are very noticeable, frequent, and affect meaning/accuracy. E. Paragraphing is missing, irregular, or so frequent (every sentence) that it has no relationship to the organizational structure of the text. F. The reader must read once to decode, then again for meaning. Extensive editing (virtually every line) would b e required to polish the text for publication.