SomeCriteriaforEditingandEvaluating

Nonfiction,Fiction,andPoetry
With your students, select the criteria that link to your demonstrations and what students
already understand.

Content for Nonfiction

The title is short and prepares

reader thinking about ideas in a

The lead paragraph or introduction

unique way.

The closing paragraph logically

announces the topic, and/or

grows out of the purpose of the

presents the thesis or point of view.

piece.

The topic, point, or purpose has

been supported with specific details.

Ideas have been developed.

Uses appropriate nonfiction

structures: cause/effect,

question/answer, description, and

achieved: to persuade, to analyze

The topic has been narrowed and

has a clear purpose.

Arguments are strong and

convincing.

sequence.
The purpose of the piece has been

The purpose or point of the piece is

clear.

compare/contrast, problem/solution,

The closing paragraph leaves the

reader for the topic.

grabs the readers attention,

A knowledge of the genres structure

is apparent.

Uses nonfiction features to

effectively broaden ideas.

text, to review a book, to entertain,

or to be humorous.
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Content for Narrative

Title is short, snappy, and introduces

an aspect of the narrative.

The lead grabs the reader and

Uses writing techniques such as

foreshadowing and flashback.

Uses dialogue to develop character,

raises questions.

provide history, move the plot

The exposition includes setting,

forward, show emotions, and

characters, and time.

establish setting.

Plot is effective and contains a

problem to be solved.

Action builds to a climax.

Develops characters personality.

Protagonist changes from the

The narrative showcases a specific

genre.

The narrative shows an

understanding of the genre.

beginning to the end of the story.

______________________________________________________________________

Style and Organization

The voice is strong.

Strong sequencing and organization.

Varies sentence openings.

Handles time changes effectively.

Varies the length of sentences.

Weaves anecdotes into the text.

Verbs are strong and paint images.

Transitions between sentences are

Nouns are specific.

Uses active voice.

Uses figurative language effectively.

Ideas, arguments in logical order.

clear.

Transitions between paragraphs are

clear.

______________________________________________________________________

Writing Conventions, Mechanics, and Usage

Marks paragraphs.

Sentences contain complete

thoughts.

Correct spelling is appropriate for

student.

Uses capitalization correctly.

Correct punctuation (commas,

subject and verb, pronouns and

apostrophes, semicolon, colon)

pronoun references).

Correct English usage (agreement of

makes ideas and/or story clear.

______________________________________________________________________

POETRY
Content

Short title that announces the topic.

Follows genres guidelines for: lyric,

narrative, persona, acrostic,
conversation, ballad, or haiku.

______________________________________________________________________

Style and Organization

Shapes poem.

Uses free verse.

Organizes poem into stanzas.

Uses graphic cues: dashes,

Includes figurative language: simile,

uppercase letters, varies size of

metaphor, personification,

words.

alliteration, assonance, dissonance,

Starts lines with an uppercase letter.

and/or onomatopoeia.

Uses end-stopped lines.

Uses rhyme.

______________________________________________________________________

Writing Conventions

Punctuates poem.

Opts for no punctuation.

Writes dialogue correctly.

Correct spelling is appropriate for

student.

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May be copied for classroom use. 2010 by Laura Robb from Teaching Middle School Writers (Heinemann:
Portsmouth, NH).