Sample Language for a Writer’s Self-Assessment of the Writing Process and Product¹
|Writing Your Notes and Drafts||Writing Your Final Paper|
|Audience||Is yourself as you take notes, outline, and learn about your topic and the assignment²||Is a reader whom you show that you have control over the material and the elements of writing|
|Purpose||Is to inform yourself about the material and assignment; to begin to persuade or inform a reader||Is to inform your reader about your knowledge of the material or argue/persuade a point convincingly|
|Thesis||Is a “working thesis” that will start generally and get more specific as you read, draft, and revise||Is a statement or statements of your main point or argument and your method to support your point|
|Voice||Is casual, tentative, speculative||Is authoritative|
|Tone||Is informal; may be written in your first language if you are multilingual||Is formal; factual for informative papers; varies for the argument; is written in Standard English|
|Stance||Is close to the writer as reader||Is professional, distant from reader for informative; varies for argument|
|Organization||Follows the order of the assignment question or directions||Follows clear introduction’ body paragraphs have topic sentences and transitions; conclusion is clear|
|Development||Follows the specific language of the assignment, e.g. compare, contrast, define, give examples||Each paragraph develops with evidence and relates to the thesis and assignment|
|Style||Is informal||Sentences are clear; for information transactional; for argument sentence length and rhythm vary to create a clear effect|
|Diction||Is informal||Shows mastery of the language of the subject and formal writing|
|Editing||All choices about paragraph organization and development and sentence construction relate to the assignment and to the audience, purpose, and “working thesis”||Every element of organization, development, style, diction, editing and conventions relates to audience, purpose, thesis, and the assignment|
|Conventions||Adequate enough to draft||APA or other required format|
¹ Jernquist, K. Developed in 1985. Revised in 1994, 2003, 2004, 2011; Used by permission.
² The concept of audience is from J. Britton, Language and Learning. England: Penguin Books, 1972.