The teacher will use the following symbols on the student’s composition. Refer to this handout
to help you correct your paper for the next draft and/or future compositions.
AWK Awkward sentence structure; awkward meaning; confusing
B Blending - 1)blend text more smoothly with the analysis, 2) explain the text and include
it with the writer’s words, revealing why this helps prove the point, 3)don’t blend too
early, without first setting up what the quotation is supposed to support, 4)first explain
the context of the quotation.
C Connect - offer “beyond the text” connections.
CL Conclusion needs refining; needs to “end” the composition; needs a thematic statement.
D Details are lacking; show rather than tell
E Extend the Elaboration - 1)the writer needs to elaborate and incorporate additional
textual support, 2)the writer is missing some important textual examples, 3)the writer
should extend the elaboration of details, commenting further on this point before moving
on to the next point.
EV Textual Evidence (CD) doesn’t provide clear support for the writer’s position or
previous statement. Reread the text carefully.
G Fix any Grammatical or Punctuation errors!
I Introduction needs refining.
L The writer is merely Listing details from the text without explaining why these details
provide support for topic sentence.
O Off-Topic - 1)this evidence doesn’t support the topic sentence, 2)the writer is slipping
into plot summary, 3)the writer doesn’t answer the prompt.
P Paragraph needs overall revision. 1)the organization of main points that support the
topic sentence needs to be identified or emphasized, 2)not coherent; check logic and word
“glue”, 3)paragraphs could use more textual support and analysis; look for additional
examples, 4)tie to the thesis needs to be stronger
PR Discuss literature in Present Tense.
R Redundant...you’ve already said this! You’ve already said this!
S Summarizing, instead of explaining how these details support the topic sentence. This
problem is similar to listing CD’s rather than explaining their significance.
SH Show concrete images rather than tell these details.
SL Avoid Slang. Keep formal voice.
SP Spelling error.
SV Check for Sentence Variety; sentence length, sentence beginnings, sentence types,
T Transitions weak - 1)check word “glue” between each sentence, 2)revise the transition
so there is a closer link between these two sentences and/paragraphs.
TH Thesis needs revision - 1)make minor adjustments in style and clarity, 2)thesis contains
only a subject and not an opinion, 3)the idea of the thesis is unclear.
TS Topic Sentence needs revision - 1)need a stronger focus so that all sentences can clearly
connect to this main sentence, 2)contains an example, a plot detail, rather than an
organizing aspect of the thesis, 3)connect the topic sentence to the thesis more clearly,
4)too broad or too vague, 5)diction is imprecise.
U Underline book and play titles. Put quotations around “short story” and “poem” titles.
V Vague - 1)this comment needs to be more specific, precise, 2)avoid plurals, 3)this
comment does not really say anything
W Wordy structures - 1)this phrase is unnecessary, 2)use less words, 3)don’t pile adjectives
or adverbs or adjective phrases one after another.
WC Word Choice is not the best choice.
X Revise - 1)cut the sentence or phrase, 2)revise clarity and conciseness, 3)revise “be”
verbs and use a more active verb, 4)comma splice, 5)run-ons, 6) fragments