lance-rottinkuniv150

editing-skills-checklist-for-mapping-lance-journal-1 I have identified my weaknesses this semester as my lack of flow from the first essay, this is mainly done by reading what i say out loud. One of my major weaknesses at the beginning of the semester i felt was my thesis as i always had to look over it a couple of time to be satisfied with it. I also sometimes use the wrong point of view with my words like using student or students to individual that i have been shown is also been one of my common mistakes. My essay length is not a weakness as i always like to have have extra in my essays. I am aware that i sometimes don’t understand critiques to my own writing as i do not see the mistakes that have been taught to me, or those that i learned. I like to keep my sentence structure simple, but i have been told to vary my sentence length so i have been working to change my structure. My strengths have become my proofreading of my own writing so i usually have a strong introduction body and conclusion. My plan to address my writing concerns is to talk with my students or my teacher. Another of my strengths that apply to writing is my ability to read fast as that allows meet to pick up some information that i would not have otherwise. I am comfortable with my transition from high school to college, the hardest part has been keeping myself to a schedule but i will say i have accomplished my goals. These goals are keeping are keeping good grades so that I can keep my financial aid. To keep my friends and to spend time with them every so often has also been a treasured luxury of mine.

Feedback Sheet	EDITING SKILLS CHECK LIST
	RUBRIC CONCERNS	STRENGTH					WEAKNESS
	PURPOSE	1	2	3	4		1	2	3	4	EXAMPLE	HELP LOCATION
	Introduction-		1
	Thesis stated or implied											I have sometimes had trouble creating my thesis, so I usally create it by looking at other examples theises. So the thesis format I usally use is explanation then major points. Or how I feel depending on the type of essay.
	Body –		1
	Unity, Coherence, and Development
	Conclusion –		1
	Discussion brought to complete close
	CONTENT
	Examples
	Explanations
	Details
	CLARITY/SYNTAX
	Audience Awareness -		2
8	Shift in person – unwarranted change in narrative voice (most problematic – second person references)*	0									students, student , indivdual	I sometimes use the wrong pov word that will confuse my reader on who I am talking about.
9	Shift in time – Use of incorrect verb forms—(i.e., sentence contains both present and past tense verb forms)		1
11	Wrong Word – (i.e. countable terms = number) The number of students in the class….. NOT the amount of students in the class		1
	Sentence Structures-										I usually keep my sentence structure simple so that I don't have to worry if I forget a comma or semicolon but I have been told to diversfy my writing.
1	Fused Sentence – two independent clauses joined without punctuation	1
2	Comma Splice – Two independent clauses joined together with a comma	0
3	Run-on – (fused sentences and comma splices are run-on sentences) in addition, two or more independent clauses incorrectly connected.	1
	NOTE: Key consideration is to identify the number of complete thoughts contained within the sentence.	1
4	Fragment – a dependent clause punctuated as a complete sentence. (Often times found as introductory elements—if, while, when, because, etc. or explanatory clauses at the end of a sentence—such as, thus, etc.)	1
5	Garbled sentence – The reader cannot understand the sentence without having to work especially hard.	0										My flow looks weird if I don't speak what I am writing, so I usally do that now.
6	Modifier Placement - dangling modifier, misplaced modifier, etc.	1
7	Parallel structures	1
	CONVENTIONS
10	Noun forms – possessives/plurals	0
12	Verb forms (endings)	1
13	Subject/verb agreement	1
14	Unclear pronoun reference	1
15	Pronoun/antecedent (i.e., plural pronoun renaming a singular noun)*	1
16	Punctuation (specific marks)	1