Curtis Brown
Spring, 2003

CHECKLIST FOR PAPERS

Here is a checklist of things I look for in papers. It would be a good idea to consult this list as you work on the papers for the class. Try to make sure that the answer to all these questions is "yes"!

Thesis:

• do you have a thesis (main point, topic, position on an issue, answer to a problem)?
• is it something others could reasonably disagree with? Are there other positions on the issue that have at least prima facie plausibility?
   it it focused, specific, and concrete?
• is it original? (Obviously there are degrees here. But better papers will avoid simply defending a point made in class or in lecture. Challenging an interpretation offered in class or lecture can be more interesting, as can making an observation or connection that hasn't been mentioned in the discussion so far. Notice that the more specific and concrete your point is, the more likely it is to be somewhat distinctive.)

Argument:

• does the paper constitute a coherent defense of your main point?
• is every claim about the text supported by specific references and/or argumentation?
• are quotations accompanied by an explanation of how you interpret the quotation and the reasoning showing that the quotation supports your position?
• have you considered objections that might be raised by someone who does not accept your main point? Have you shown why your view or interpretation is preferable to others?

Organization:

• does every paragraph have a single main point?
• does every sentence in the paragraph contribute to the overall point of the paragraph?
• is it clear how all the paragraphs fit together into a coherent case for your overall thesis?

Grammar and Style:

• check carefully for grammatical glitches (incorrect punctuation, inconsistent tenses, lack of subject-verb agreement, parallel structure problems, etc.)
• check carefully for spelling errors (use a spell checker but don't rely on it to catch all mistakes)
• are there sentences that would be more effective if they were reworded (e.g. passive sentences that could be made active, wordy formulations that could be made more concise, phrases that do not clearly communicate the precise idea you want to express)