Tips for proofreading and catching major errors:

  • Review the major error handout to make sure you understand the most significant problems you’re looking for.  Also, take a look at the editing section on pp. 60-65 of Bedford.

  • Read the essay out loud with a pencil in your hand and mark awkward sections.

  • Read the draft backwards at both the word level (to catch spelling errors) and the sentence level (to catch grammatical errors).

  • Read the draft through several times with at least an hour in between readings.

  • If you’re using a word processor, you’re more likely to catch errors reading from a hard copy than if just reading from the screen.

  • If you’re using a word processor, use the spell-checker, but remember that it won’t catch misspellings like from/form, two and to.

  • Lightly mark sentences that you’re unsure of, and ask me about them in class next time.

Students who don't pass this essay generally haven’t spent enough time proofreading.

See Portfolio/Format Guidelines on the main assignments page for guidance on what to include in your portfolio and how to format your essay. 

  • Grammar Check:  One common mistake with this assignment is that students get criteria and criterion mixed up.  Criterion is singular (The main criterion is value);. Criteria is plural (My criteria are taste, freshness, and size.).  Make sure to double-check your usage of these words because they can lead you to major errors if you aren’t careful.  Also, if you’re evaluating movies, TV shows, or compact discs make sure that you underline or italicize them. 

  • Two Serious Content Problems:  The two most common problems with this essay are that some students include way too much background information, and they don’t argue from their criteria.  Make sure that you give us a sense of what your subject is like at the beginning, but don’t give EVERYTHING away.  Also, when you make your judgment, don’t forget to argue from your criteria and not just from your overall impression of the subject. 

  • Conclusions: A number of you have been struggling with conclusions.  Check out 39-42 in Bedford and 218-19 in GRWCA for help here. 

  • Good Paragraphs often = Good Essay: Review all the paragraphs you've written.  Make sure they meet the requirements of good paragraphs (focused, developed, organized, and especially coherent) described in chapter 4 of Bedford that we discussed in class.  There are many tips in this section that will help you create better paragraphs. 

  • Logos, Ethos, Pathos:  As you think about your final revision, consider ways that you can improve the strength of the these three rhetorical appeals in your essay.  You'll mostly rely on logos, but ethos and pathos have a place in your argument as well. 

  • Special Notes for Movie Reviews:  Make sure to mention actors names the first time you mention the character.  Generally, you'll do something like:  Peter Parker (played by Toby Maguire) or Peter Parker (Toby Maguire).  Also, don't forget to italicize or underline movie titles: Spiderman or Spiderman.   

  • General Help: Use the "Revising" chapter in Good Reasons and the chapter 3a in Bedford (particularly the chart on 48) to help improve your essays.  Also, review to class notes, model essays, and peer review comment sheets.

The Mellinger Learning Center is open for writing assistance from 3-5 Monday-Thursday, and 7-10 Sunday-Thursday.  I strongly encourage you to get help from a Writing Fellow at any stage in the writing process.