Mini-Research Paper Self Assessment
(You must do this on your own if you asked for an extension.)
Author’s Name: _____________________________
Title: _____________________________
Be the teacher.
THESIS
Underline the thesis statement.
Circle the part of the thesis that relates to Cape Ann ?
Is the thesis clear?
Is the thesis supportable?
Is the thesis debatable, insightful, and meaningful or when you read it do you think “so what”?
DEVELOPMENT OF THE THESIS
In each body paragraph, underline language that clearly states or develops ideas related to the thesis. (Look for topic sentences, summary sentences, and other sentences that put forth ideas related to the thesis.)
Where are the ideas unclear or unconvincing? Where do you experience confusion or doubt about the paper’s ideas? Write comments in the paper’s margin. Include question marks.
In each body paragraph, Write "Ev" next to language that supports the thesis with specific evidence, examples, or quotations. If the evidence is about the topic but does not support the thesis do not circle it.
Where are the ideas unclear or unconvincing? Where do you experience confusion or doubt about the paper’s ideas? Write question marks next to unclear or unconvincing ideas.
Are facts given that relate to the topic but not to the thesis? Write the word “REPORT” next to information that might relate to the topic but that does not relate to the thesis.
Where are no specific facts, examples, or quotations given to support an idea? Write “NO SUPPORT” next to ideas (especially topic sentences) that are not supported.
CONCLUSION
Underline language in the conclusion that clearly and powerfully drives home the paper’s main points. (This is language that relates to the thesis and topic sentences.)
Did the author explain the relevance of the thesis? In other words, why is this important to know, to think about?
Based on the conclusion what (in your own words) is the point of the paper?
Is the paper successful? Does it prove its point? Where is it strong? Where is it weak? Explain.
LANGUAGE
Paragraphs
Make note of any places where sentences do not logically flow within paragraphs. (Awkward flow: circle)
Make note of any places where there are no transitions between paragraphs. (Weak transition)
Sentences (Ask questions if you, the editor, forget any sentence structure or punctuation rules.)
Mark run-ons (especially comma splice [cs] run-ons) and fragments.
Mark confusing sentence structures and questionable punctuation with a “?”.
Mark places where quotations and in text citations are not punctuated properly.
Mark places where passive voice is used. Use active voice. (“The beach was visited by tourists” is passive voice. “Tourists visited the beach” is active voice.)
Word Choice
Mark strong, vivid, accurate word choices with “wc!”
Mark questionable or weak word choices with “wc?”
Mark misused homophones, homonyms, and other frequently confused words: there/their/they’re, you’re/your, it’s/its, etc.
Work Cited
Using the information in the Compass mark any errors on the works cited page.
If there is no works cited page and/or in text citations say so.
Style
If there is no “grabber” at the beginning of the paper, give the author a few ideas for a strong, engaging grabber that is related to the point of the paper. Remember a grabber can be a quotation, question, provocative statement, anecdote, etc.
A good introduction grabs the readers attention, delivers the thesis, foreshadows how the thesis will be supported, and suggests to the reader why the thesis matters.
