1. Self-assessment guidelines
A Tale of Two Cities In-Class Essay

2. Revision Opportunity Purpose
To reflect on your writing and revise the ICE.
To help you realize your own strengths and weaknesses as a writer.
To provide your own student generated comments that would most likely mimic my own comments on your paper.
To help you finish the ICE…and get a better grade! 
Revision Opportunity Purpose

3. DO NOT identify every mechanical error on students’ writing
DO NOT identify every mechanical error on students’ writing. It is not your job to be a copy editor.
DO NOT try and change your students’ voice and edit their thoughts – they are entitled to speak their mind.
DO provide holistic feedback (pros/cons).
DO provide guiding questions for
further inquiry.
Carol Jago says…

4. Highlight the first sentence of your introduction paragraph.
Does it effectively capture the reader’s attention? If not, make changes now!

5. Highlight your thesis statement AND your three topic sentences.
Is there a coherent organization and logical development of main points over the course of your argument? If not, make changes now!

6. Is there a variety in your sentence structures?
Draw a vertical line at the end of every sentence.
Is there a variety in your sentence structures?
Revise one sentence from each body paragraph to be no longer than FOUR words.

7. Scan your essay for word choice issues: a lot, stuff, things, show(s), etc.
How will you improve these diction issues in your writing? Fix them now!

8. Circle all adverbs (-ly words).
Adverbs are words that modify a verb (He drove slowly.) an adjective (He drove a very fast car.) OR another adverb (She moved quite slowly down the aisle.)
Consider how you can replace them with stronger verbs and stronger adjectives.

9. Highlight all of your supporting quotes.
Are these quotes appropriate in length?
Can you cut any quotes in half?
Do they clearly support/help to prove your argument?
Consider how you could strengthen your choices.

10. Consider how you can vary these analytical introductions/phrases.
Underline the opening phrase of the first sentence after each of your quotes.
Do these begin with “This quote shows…” or something VERY, VERY similar?
Consider how you can vary these analytical introductions/phrases.

11. CONSIDER TRYING THE FOLOWING STEMS…
Based on Dickens’ characterization,…
As a result of looking at ____’s actions,…
_____ demonstrates heroism due to…
Dickens intends to illustrate…
The implication of _____’s actions suggests…
Readers are able to infer that ____ is heroic because…

12. Circle all contractions.
FIX THEM!

13. Does your epiphany discuss a learning opportunity?
Examine your conclusion. Don’t begin with “Finally,” “In conclusion,” or “Thus.” Does the paragraph explore the significance of your thesis?
Does your epiphany discuss a learning opportunity?