Tip: One way to identify the thesis is to have the student highlight it.

2. Does the introduction provide the information a reader needs to understand the thesis? Does it arouse the interest of a reader and forecast the “coming attractions” of the paper?

3. Does each paragraph have a topic sentence, which clearly indicates the focus (the main idea) of the entire paragraph? Is all of the information in that paragraph clearly related to the topic sentence as well as to the thesis? Do transitions link ideas between and within paragraphs? 

Tip: Have the student highlight the topic sentence of each paragraph, which will identify whether it is functioning correctly within the paragraph to promote unity as well as to develop part of the thesis. 

4. Is any important information omitted? Do the most important points occupy the most space? Are any parts irrelevant?

5. Does the paper support its thesis with enough details and/or examples?

6. For papers containing primary (the original work) and secondary (others’ comments about the work) references: are references integrated smoothly and clearly into the text? Are direct quotations reserved for significant points, while paraphrases are used for most references? Is it clear how each piece of borrowed material adds support to the thesis?

7. Is the tone (the writer’s attitude) in keeping with the audience and purpose of the paper, as well as disciplinary expectations?

8. Is the voice (the way the writer addresses the audience and subject) that the writer uses appropriate for the audience, purpose, and disciplinary format?

9. Does the conclusion wrap up loose ends and leave the reader with a clear picture of the main idea?

10. Is the overall format appropriate for the disciplinary expectations (see Modules 11 and 12)?