Archive for category Checklists

Table 12: The FAVORS Analysis Checklist

Once you 1) have endured the process of understanding what you are doing (i.e., exploring, evaluating, explaining, persuading, convincing, describing, etc.), 2) have developed a pre-analysis thesis and topic sentences, and 3) have structured your body paragraphs, you must do one last thing before submitting the final paper to your professor.

You must perform a quality check of your analysis by using An, Aly, and Sis of The FAVORS Analysis Checklist.

Table 12: The FAVORS Analysis Checklist provides insight into the process of evaluating your analysis. This will help you perform the tasks that fall under the “Analysis Revision Tasks” category.

Table 12:  The FAVORS Analysis Checklist

Initials Acronym Explanation  Check mark
 A Account Account for discrepancies and contradictions.
 N Number Number the events in the story. Within a single paragraph, make certain to present the events chronologically within your paper.
 A Abbreviate Remove plot summaries and extended explanations that distract the reader.
 L Level Balance viewpoints. Match the cause to the effect.  Present the pro and the con.
 Y Yank Yank irrelevant data and support. These are statements that have no connection to the ideas within the essay.
 S Sample Take a quote and examine it against your own statement to ensure that your statement complements the quote.
 I Integrate Integrate the thesis throughout the paper.
 S Sand Correct grammar. Correct these particular issues: frag, ro, cs, //, mm, dm, shift, lc, cap*

Proofreading Symbols Key

frag (fragment)

shift (sentence shift)

ro (run-on)

cs (comma splice)

// (faulty parallelism)

dm (dangling modifier)

mm (misplaced modifier)

lc (use a lower case)

cap (use a capital letter)

Copyright 2011 Regina Y. Favors. All Rights Reserved.


Leave a comment

Thesis Checklist

Below is a table that falls under the comment “Ambiguous (Thesis and Author’s Ideas).”

You may access the comment by clicking on the “A” category or by typing the title into the search box.

You may print the checklist for class discussions.

Thesis Checklist:

Is your thesis attainable?

In other words, is the thesis ambitious?

Can you support and analyze the thesis within the five-page paper the professor has instructed you to write?

Is your thesis measurable?

Does this thesis have boundaries, or limits?

In other words, is the thesis too general?

Does it require revision for preciseness? 

Is your thesis clear from ambiguity?

Is there any aspect of this thesis that suggests any uncertainty or double meaning?

Is your thesis a true thesis?

By today’s academic standards, does your thesis constitute as a thesis, a statement that has not been proven, for which you will provide topic sentences, supporting evidence, and analysis in order to prove the ideas invoked from the statement (the thesis)?

Group Activity

Use the Thesis Checklist to determine if your thesis falls within these guidelines. Refer to the comment for guidance.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

Leave a comment

Figure 41: FAVORS Quick Self-Proofreading Checklist

Below is the figure that falls under the “Grammar” comment. For more information about the comment, click on the “G,” “Supporting Evidence,” or “Quotes” categories. Feel free to print the checklist to use for your papers.

Figure 41:  FAVORS Quick Self-Proofreading Checklist


I. Have I typed on my paper. . .

_____  my name?

_____  my professor’s name?

_____  my course name and number?

_____  the date in reverse? (for MLA citation styles only)

_____  Do I have a title?

_____  Does my title actually relate to the subject of my paper?

II. What kind of paper am I writing? Thesis-based? Argument?

_____  Have I defined my goals for this paper? Do I present a clear thesis? Or, do I develop an argument?

_____  If my readers read my paper from beginning to end, then will they know “exactly” the purpose of my writing this paper?

_____  Do I contradict my thesis in any way? (If so, my argument may be weak.)

III. Have I analyzed my paper? Or have I summarized?

_____  Do I logically break down my analysis into parts and analyze each part?

_____  Do I only include plot summaries and present an “overall” view of the text?

_____  Have I answered my professor’s question?  Do I deviate in any way from the question prompt?

IV. Have I proofread my paper? Have I followed the rules of grammar?

_____ Are all verb tenses one tense within each sentence? Am I consistent throughout my paper?

_____  Do subjects and verbs agree?

_____  Are pronouns referenced appropriately? Do they refer to the right person

or thing?

_____  Are conditional verbs necessary to my analysis? (Can = certainty; Could = possibility)

_____  Where do I misuse and/or overuse commas?

_____  Have I followed the rules of articles?  Do I present articles?  Are they

properly placed?

_____  Have I used the proper preposition in each sentence?

_____  Have I checked for spelling errors?  Have I corrected these spelling errors?

_____  Have I followed MLA or APA procedure?  Have I cited all my sources, in-text and


Copyright 2011 Regina Y. Favors. All Rights Reserved.

Leave a comment

The Five C’s Checklist: Claim, Check, Contour, Communicate, Criticize

Table 5:  The Five C’s Checklist:  Claim, Check, Contour, Communicate, Criticize

The Five C’s Primary Secondary
 Claim What is my claim? What do I believe? What do I think about the subject? Do I have any concerns? What are the author’s claims? What are the assumptions?How does the author feel about the subject? What concerns does the author have?
 Check How do I want to support my claim with at least 3 reasons of my own about why I believe what I believe? What are the author’s reasons for what he or she believes about the subject?
 Contour How do I want to structure the body paragraphs of my argument?

Can the three 3 reasons function as separate body paragraphs?

Is there a clear match between my 3 reasons and the reasons the author provides?Or is there a difference between one of my reasons and the author’s reasons?
 Communicate In what ways, by what method, do I want to show a specific reader the importance of my argument?Who is my reader? How do I want to help my reader throughout the process? In what ways, by what method, does each author show a specific reader the importance of his or her argument?How does each author help the reader throughout the process of reading the argument?How does each author use language? Does the author write rhetorically?
 Criticize What method can I use to engage the reading?What method can I use to engage the reader in reading my argument? Is each author persuasive in his or her method to persuade me about their beliefs on the subject?Or has the author not persuaded me?

Copyright 2011 Regina Y. Favors. All Rights Reserved.

Leave a comment