Feedback checklist for student writing

By Leah Soto
Content
 Initial read through, do not mark anything.
 Identify the central point/idea the author is making.
o Analyze:
 Is the point clear?
 Is there an explicit thesis statement?
o Mark:
 What you think the central claim is.
 Ask the student if you are right.
 Identify where the claim is supported by evidence.
o Analyze:
 Does the evidence fit the claim?
 Is the evidence cited?
 How well does the evidence support the central idea?
o Mark:
 One or two examples where evidence is stronger.
 One or two examples where evidence is weaker.
 Provide clear, brief explanations of why for both.
 Identify aspects of analysis.
o Analyze:
 Does the author make claims without explanation?
 How well does the author analyze their evidence?
 How well does the author make connections between their supporting
argument and thesis?
o Mark:
 One or two examples of strong analysis.
 One or two examples of weak analysis.
 Provide clear, brief explanations of why for both.

Adherence to assignment
 Identify areas that demonstrate understanding of the assignment.
o Analyze:
 How well do these areas fit the assignment?
 Do these areas make up most of the content?
o Mark:
 One or two areas that meet assignment requirements.
 Write an encouraging note. This could even be something simple such as,
“Great job!”
 Identify areas that miss assignment goals.
o Analyze:
 How can these areas be improved to meet assignment goals?
  Why do these areas miss assignment goals?
o Mark:
 One or two areas that miss assignment requirements.
 Explain why these areas do not follow the guidelines.

Organization
 Identify how the student’s ideas progress.
o Analyze:
 Do ideas progress logically?
 Are there transitions between ideas?
 Are ideas connected explicitly or are readers expected to make the
connections themselves?
o Mark:
 One or two ideas that transition into the other well.
 One or two ideas that could use a transition or do not belong together
logically.
 Suggest two specific strategies for improving transition.
 Identify the relation of the body paragraphs to the thesis.
o Analyze:
 Did the author provide topic sentences that connect to the thesis?
 How well do the topic sentences relate to the thesis?
o Mark:
 One or two topic sentences that connects directly to the thesis.
 One or two topic sentences that could use a clearer connection to the
thesis.
 Where a topic sentence is missing and could be used to tie the paragraph
to the thesis.
 Briefly explain how each sentence above fits/doesn’t fit with the thesis
statement.

Technical aspects
 Identify the format of the essay.
o Analyze:
 Is the format appropriate for the genre?
 Does the format match assignment instructions? (e.g. Did the student
write in MLA when APA was requested?)
o Mark:
 Write an overall comment on format if key components are missing.
 Identify how well the language was used over all.
o Analyze:
 Are there any spelling or grammar errors?
 Are spelling/grammar errors numerous?
 Do errors affect the reader’s ability to understand the author at all? To
what degree?
o Mark:
 Misspelled words that appear misspelled consistently throughout the
paper.
 Grammar errors that result in sentences that are not understandable or
do not make sense.
 Offer the correct spelling of the problem word(s).
 Explain why specific sentences do not make sense.