complete packet

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Essential Document
(Please Keep All Year)
English 11

Annotative Steps to Reading:
1. Number the paragraphs. Before you read, take a moment and number the paragraphs.
Then circle the number.
2. Circle: (Paper should have many circles)
A. Key terms: (• key concepts • lesson-based content vocabulary • concept-based vocabulary)
B. Cited authors or names: (• names of people • names of historical events)
C. Other essential words or numbers: (• words that signal relationships (e.g. This led to… or As a result )•
dates • numbers • theories • experiments • repeated • anything relevant to one’s reading purpose)
3. Underline the author’s claims and other information relevant to the reading:
Relevant information might include: • central claims • evidence • details relating to a theology, philosophy, theory
or ideology • facts about a person, place, thing, or idea • descriptions of a person, place, thing, or idea • cause
and effect relationships • data • example • methods • descriptions • facts • or anything else that backs up the
author’s assertion
Things you should know:
• A claim may appear anywhere in the text (beginning, middle, or end).
• A claim may not appear explicitly in the argument, so the reader must infer what it is
• Often, an author will make several claims throughout his or her argument.
• An author may signal his or her claim, letting you know that this is his or her position.
4. Write in the margins: While making connections, clarifying information, or doing other work defined on
this page, write down your thoughts in the margins of the text.
There are 6 strategies for writing in the margins: (Do at least 3 of the 6)
A. Visualizing what authors say will help you clarify complex concepts and ideas.
Ask yourself:
•What does it look like?
•What visual and/or symbol best represents this idea?
B. Summarize paragraphs or sections of the text in order to keep track
C. Clarify or translate complex ideas presented in the text.
D. Connect to your own life or other readings or sections in the reading.
•How does this relate to me?
•How does this idea relate to other ideas in the text?
E. Respond to ideas in the text. Readers often respond to interesting ideas, emotional arguments, provocative
statements, author’s claims, and facts or ideas. You may include any rhetorical devices and/ or strategies
(see other handout)
F. Question both the ideas and your own understanding of the text. Ask good questions to become more
critical readers.
Ask yourself:
• What is the author saying here? • What is the author doing? • What do I understand so far?
• What is the purpose of this section? • What do I agree/disagree with?
**• Who is …? • What is the word…? • When did…? • Where is /or Where was….? • Why is the author…?
How come…?
5. Say, Do, Mean: Answer the following questions somewhere at the bottom of the text.
A. What does the author say? (What is the text about?)
B. What does the author do? (What rhetorical devices or strategies does the author use?)
C. What does the text mean? (What is significant about the text? What is the greater meaning? Or the deeper
understanding?)

Poetry Analysis Steps
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1. Read the poem several times.
2. Define any unknown words
3. Identify: (Pick 2 from any category)
a. Sound Devices: the rhyme scheme, alliteration, consonance, assonance
b. Figurative Language: metaphors, simile, hyperbole, personification
c. Other Poetic Devices: symbolism, irony, allusion
4. Identify the tone of the poem. What diction supports your answer?
5. Identify: Who is the speaker(s) of the poem? Who is the audience?
6. What is taking place in the poem? (action or ideas)
7. What is the central purpose of the poem? (theme)
Early Assessment Program (EAP)
E- explain the author’s argument
A- agree or disagree with the argument
P- provide examples to support your point of view
EAP tips:
1. State your opinion about the topic in your thesis.
2. Analyze / evaluate the main points of the argument.
a. What was the major claim the author makes?
b. What are the strongest claims? What are the wekest?
c. What appeals does the authors use? (Methods of Appeal)
3. Be aware of your audience; take your audience into consideration.
4. Choose evidence that supports your thesis statement.
5. Anticipate opposing points of view (counterclaim)
6. Find some common ground.
7. Maintain a reasonable tone.
8. Organize your essay so that it presents you opposition as effectively as possible.
Introduction:
Background info.
Introduction to subject
Statement of your opinion
Body: (@ least 2
Paragraphs)
Common ground (Topic)
Supporting Evidence: Logical
& Emotional
Address opposing points of
view
Conclusion:
Restatement of opinion
Call for action or agreement
Respond to opposing points
of view

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Alliteration: the repetition of similar sounds in a sequence of words
11 th Grade Literary Terms list
Allusion: In literature, this is a reference to another work. (In the Police song “Wrapped Around Your Finger” Sting writes, “trapped between the
Scylla and Charybdis” in reference to Homer’s Oddyssey.)
Anecdote: A very short story that is told to make a point.
Assonance: repetition of identical or similar vowel sounds, usually those found in stressed syllables that are close to each another (3 examples
are shown in this line: “What large, dark hands are those at the window/ grasping in the golden light”)
Consonance: repetition of the final consonant sounds following different vowel sounds in words close to each other (His blade was stained with
blood.)
Connotation: the association(s) suggested by a word, different from what it literally describes, often referred to as the implied meaning of a word
Denotation: a direct and specific meaning, often referred to as the dictionary meaning of a word Detail: facts, observations, and incidents that
are used to develop a topic
Flashback: a scene in a short story, a novel, a narrative poem, or a play that interrupts the action to show an event that happened earlier.
Foreshadowing: the use of hints or clues in a narrative to suggest what action is to come. Writers use foreshadowing to create interest and build
suspense
Hyperbole: an exaggeration of fact used either for serious or comic effect. (“Her eyes opened wide as saucers.”)
Imagery: words used to create or suggest pictures in the reader’s mind – what we see, hear, smell, feel, or taste. (“The pungent fragrance of
orange blossoms sweetly drifted through the air.” “The stunning blue waters sparkled with brilliant clarity.”)
Irony: A contrast or an incongruity between what is stated and what is meant or between what is expected to happen and what actually happens.
The three kinds of irony are:
verbal irony, in which a writer or speakers says one thing and means something entirely different (Mercutio: “If you look for me
tomorrow, you shall find me a grave man.”)
dramatic irony, in which a reader or an audience knows something that a character in the story or play does not know (readers know
Romeo and Juliet will die)
irony of situation, in which the writer shows a discrepancy between the expected result of some action or situation and its actual result
(It is ironic that the marriage counselor got a divorce.)
Metaphor: a comparison that is only suggested or implied, with no clear indication of a relation between the two items. (“Her face is a wrinkled
leaf.”)
Motif: a reoccurring feature, such as a name, an image, or a phrase, in a work of literature. A motif generally contributes in some way to the
theme of a short story, novel, poem, or play.
Onomatopoeia: the use of a word in which the sound imitates or suggests its meaning. (Hiss, clang, snap, buzz.)
Oxymoron: a phrase where two or more words are completely opposed. (Sweet sorrow, wise fool, honest thief, short eternity)
Parallel structure: the use of grammatically similar constructions in writing; words, phrases, sentences, paragraphs. (His audition required
singing, dancing, and memorizing a passage)
Personification: a figure of speech in which something nonhuman is given human qualities.(“Grey mist on the sea’s face”)
Satire: A kind of writing that holds up to ridicule or contempt the weaknesses and wrongdoings of individuals, groups, institutions, or humanity
in general. The aim of satire is to set a moral standard for society, and to attempt to persuade the reader to see their point of view through the
force of laughter.
Simile: a figure of speech comparing two essentially unlike things through the use of words “like” or “as” (My love is like a rose)
Symbol: any object, person, place, or action that has a meaning in itself and that also stands for something larger than itself, such as a quality, an
attitude, a belief, or a value. (as a rose is often a symbol of love).
Soliloquy: a monologue in which the character in a play is alone and speaking only to himself or herself; usually shows a significant conflict in
thoughts
Syntax: the way words are arranged to form phrases, clauses and sentences; syntax encompasses word order, sentence length, sentence focus, and
punctuation.
Tone: the author’s attitude toward the book, play or poem’s subject and theme; tone is conveyed through diction and detail.

Angry
Paranoid
Sarcastic
Pleading
Sweet
Numb
Harsh
Cynical
Cheerful
Facetious
Pleasant
Hating
Sharp
Nervous
Disgusted
Loving
Haughty
Condescending
Soothing
Enthusiastic
Melancholic
Snooty
Depressed
Dreamy
Ecstatic
Lighthearted
Agitated
Humble
Sympathetic
Instructive
Seductive
Disinterested
Hollow
Uninterested
Humorous
Cheery
Passive
Manipulative
Persuasive
TONE
Contradictory
Afraid
Aggravated
Tired
Serious
Happy
Calm
Disappointed
Proud
Dejected
Apathetic
Excited
Encouraging
Desperate
Consoling
Superficial
Friendly
Sad
Loud
Artificial
Apologetic
Authoritative
Appreciative
Surprised
Joyful
Ironic
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Miserable
Content
Vibrant
Hurt
Confused
Questioning
Informative
Arrogant
Coarse
Romantic
Upset
Cheerful
Transition Words
Words that can be used to show location:
above behind by near throughout
across below down off to the right
against beneath in back of onto under
along beside in front of on top of
among between inside outside
around beyond into over
Words that can be used to show time:
while first meanwhile soon then
after second today later next
at third tomorrow afterward as soon as
before now next week about when suddenly
during until yesterday finally
Word that can be used to compare two things:
likewise also while in the same way
like as similarly
Words that can be used to contrast two things:
but still although on the other hand
however yet otherwise even though
Words that can be used to emphasize a point:
again truly especially for this reason
to repeat in fact
to
emphasize
Words that can be used to conclude or summarize:
finally as a result to sum up in conclusion
lastly therefore all in all because
Words that can be used to add information:
again another for instance for example
also and moreover additionally
as well besides along with other
next finally in addition
Words that can be used to clarify:
that is for instance in other words

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List of Words to Describe an Author’s Tone
This is a list of words that could be used while examining an author’s tone. Students can use this list when
completing the rhetorical précis or while doing similar work.
Tone
Meaning
apologetic
Sorry
appreciative
grateful; thankful
concerned
worried or interested
critical
finding fault
curious
wanting to find out more
defensive
defending
direct
straightforward; honest
disappointed
discouraged; unhappy because something went wrong
encouraging
optimistic
enthusiastic
excited; energetic
formal
respectful, appropriate behavior
frustrated
angry because of not being able to do something
hopeful
looking forward to something; optimistic
humorous
funny
informal
not formal; relaxed
inspirational
encouraging; reassuring
ironic
different from what is expected or the opposite of what is meant
judgmental
judging others; critical
lighthearted
happy, carefree
mocking
scornful; ridiculing; making fun of someone
negative
unhappy; pessimistic
neutral
neither good nor bad; neither for nor against
nostalgic
thinking about the past; wishing for something from the past
objective
without prejudice; without discrimination; fair
optimistic
hopeful; cheerful
pessimistic
seeing the bad side of things
sarcastic
scornful; mocking; ridiculing
satirical
making fun of something to show its weakness or teach a lesson
sentimental
thinking about feelings, especially when remembering the past
sincere
honest; truthful; earnest
sympathetic
compassionate; understanding of how someone feels
urgent
insistent; saying something must be done soon
Verb List
High-Frequency Charting Verbs
Analyzing Connecting Discussing Illustrating Questioning
Arguing Defining Developing Introducing Stating
Asserting Debating Extending Listing Suggesting
Comparing Clarifying Explaining Offering Summarizing
Contrasting Concluding Interpreting Proving Questioning
Medium-Frequency Charting Verbs
Acknowledging Distinguishing Justifying
Challenging Establishing Predicting
Compiling Generalizing Qualifying
Differentiating Incorporating Substantiating
Use this space to add charting verbs that are not listed above.
Taken from AVID Critical Reading 10.9 and 8.2

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Adjectives to use:
Appearance
Adjectives
adorable
beautiful
clean
drab
elegant
fancy
glamorous
handsome
long
magnificent
old-fashioned
plain
quaint
sparkling
ugliest
unsightly
wide-eyed
Color Adjectives
red
orange
yellow
green
blue
purple
gray
black
white
Condition
Adjectives
alive
better
careful
clever
dead
easy
famous
gifted
helpful
important
inexpensive
mushy
odd
powerful
rich
shy
tender
uninterested
vast
wrong.
Feelings (Bad)
Adjectives
angry
bewildered
clumsy
defeated
embarrassed
fierce
grumpy
helpless
itchy
jealous
lazy
mysterious
nervous
obnoxious
panicky
repulsive
scary
thoughtless
uptight
worried
Feelings (Good)
Adjectives
agreeable
brave
calm
delightful
eager
faithful
gentle
happy
jolly
kind
lively
nice
obedient
proud
relieved
silly
thankful
victorious
witty
zealous
Shape Adjectives
broad
chubby
crooked
curved
deep
flat
high
hollow
low
narrow
round
shallow
skinny
square
steep
straight
wide.
Size Adjectives
big
colossal
fat
gigantic
great
huge
immense
large
little
mammoth
massive
miniature
petite
puny
scrawny
short
small
tall
teeny
teeny-tiny
tiny
Sound Adjectives
cooing
deafening
faint
hissing
loud
melodic
noisy
purring
quiet
raspy
screeching
thundering
voiceless
whispering
Time Adjectives
ancient
brief
early
fast
late
long
modern
old
old-fashioned
quick
rapid
short
slow
swift
young
Taste/Touch
Adjectives
bitter
delicious
fresh
greasy
juicy
hot
icy
loose
melted
nutritious
prickly
rainy
rotten
salty
sticky
strong
sweet
tart
tasteless
uneven
weak
wet
wooden
yummy
Touch Adjectives
boiling
breeze
broken
bumpy
chilly
cold
cool
creepy
crooked
cuddly
curly
damaged
damp
dirty
dry
dusty
filthy
flaky
fluffy
freezing
hot
warm
wet
Quantity Adjectives
abundant
empty
few
full
heavy
light
many
numerous
sparse
substantial

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Rhetoric Analysis Steps
1) Read the non-fiction article several times.
2) Define any unknown words
3) Identify: (Pick at least 2 Devices and provide the concrete detail that supports your
answer)
a. Testimonials (personal or “outside” figures)
b. Examples/Statistics/Data
c. Questions: Open (designed to cause the reader to ponder possibilities,
connections and draw conclusions)/ Rhetorical (designed to cause the reader to
concur with the writer. Worded in such a way as to elicit one obvious response)
d. Anecdotes (often used for ethos appeal): a short narrative of an incident
e. Syntax (varied sentence structure): periodic sentence, multi-layered, emphatic
sentence, rhetorical question, parallel structure, repetition, punctuation
f. Figurative Language: simile, metaphors, hyperbole, personification, litote/
understatement, paradox, imagery, allusion, irony, sarcasm
4) Identify: (Pick at least 2 Strategies and explain the reasoning)
a. Claims about: meaning, value, consequences, policy
b. Methods of appeal: Logos (logic), Pathos (feelings/emotions), Ethos
(ethics/character/reputation)
c. Reasoning: Deductive, Inductive (see handout)
5) Identify the tone of the article. What diction supports your answer?
6) What is the overall content of the article?
7) What is the author’s central purpose? (message)
8) What are the overriding devices? (please list)
9) What are the overriding strategies? (please list)

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Rhetoric/Argumentation Terms and Definitions
Argument: Attempts to convince an audience by means of careful reasoning that a specific claim/ proposition is true
(supporting evidence/a ”rational appeal”)
Persuasion: Attempts to move the reader to a course of action, to reform a group’s feelings, opinions, and beliefs
(Argument is always present/an “emotional appeal”)
Rhetorical/Argumentative Devices: These are the tools the writer uses in developing the rhetorical/argumentative
strategies and are found throughout the essay
Testimonials – personal or “outside” figures
Examples
Statistics/Data
Questions
Open- Designed to cause the reader to ponder possibilities, connections and draw conclusions
Rhetorical – Designed to cause the reader to concur with the writer. Worded in such a way as to elicit
one obvious response
Anecdotes (Often used for pathos appeal)
Connotative Language - Diction (charged words) that helps to establish the writer’s tone
Syntax – Writer’s use of varied sentence structures for a purpose
• Periodic Sentence– subject at the end of the sentence
• Multi-layered Sentence – many dependent clauses linked to central meaning
• Emphatic Sentence – short sentence among longer sentences used for emphasis
• Rhetorical Question
• Parallel Structure- using the same pattern of words to show that 2 or more ideas have the same
level of importance
• Repetition
• Punctuation
Figurative Language
• Such as: Simile, Metaphor, Imagery, Allusion, Personification, Irony, Sarcasm
• Hyperbole- an exaggeration of fact used either for serious or comic effect. (“Her eyes opened wide
as saucers.”)
• Litotes – a deliberate understatement (downplaying one’s accomplishments in order to gain an
audience favor (“ethos appeal”)
• Paradox- A statement that reveals a kind of truth, although it seems at first to be self-contradictory
and untrue.
Rhetorical/Argumentative Strategies:
1.Claims – These are the assertions writer is making; they formulate/connect to the argument’s central purpose.
Claims about Meaning: What is X? (Propositions that center on how we define/interpret something. i.e.
Is a defendant “sane” enough to stand trial?) Defining
Claims about Value: Is X good or bad, right or wrong? (Ethical evaluations based on clear/consistent
criteria i.e. Is capital punishment morally wrong?) Morality- good and bad/right and wrong
Claims about Consequences: What will happen as a result of X? (Examination of the causal patterns
involved in certain ideas/actions – usually an “if X, then Y format” i.e. “If capital punishment was
abolished, then more murders would be committed.”)
Claims about Policy: What should be done about X? Stated in the form of a proposal using “should and
ought” i.e. “Gun control ought to be mandatory in every state.”) Why not? Law or Deciding factor
Many extended arguments depend upon a mixture of all of them.
2. Methods of Appeal:
Logos: Appeal to the logic and good sense. (Offering a clear, reasonable central idea and developing it
with appropriate reasoning, examples or details)
Pathos: Appeal to feelings/emotions, a nonintellectual response. (Drawing on the emotions /interests of
the audience so it will be sympathetically inclined to accept the central argument. Anger, fear, frustration,
contentment, patriotism, religious feelings, social acceptance, morality are often targets.)
Ethos: Appeal based on the speaker’s personal presence, character and reputation. (Offers evidence that
speaker is credible, knows important/relevant information about the topic and is a good, person who has
the audience’s best interest in mind.)
**Extended arguments blend all three appeals.
3. Reasoning – Argument is backed up by reasoning.
Deductive – arguments proceed from the general to the particular
Ex. “All dogs are carnivorous; Fido is a dog; therefore Fido is carnivorous. A deductive argument
leads to a necessary conclusion. Once we accept the premises as true and the connection to the
conclusion, then we must accept the truth of the conclusion.
Inductive Reasoning – arguments proceed from the particular to the general. This does not
yield logically necessary conclusions. Generalization is based on a limited number of instances. Ex
Fido is carnivorous, Prince is carnivorous, Spot is carnivorous, all dogs are carnivorous.
4. Organization – the heart of the argument
Series of Independent Reasons: Strongest reason followed by weaker reasons and ending with a
strong summarizing reason. Utilizes transition words to reconnect each independent reason to central
purpose.
Chain Structure –A set of interdependent points not arranged according to strength but according to
their logical sequence: the conclusion of one becomes the premise of the next.

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Rhetorical Précis Worksheet
A rhetorical précis differs from a summary in that it is a less neutral, more analytical condensation of both the
content and method of the original text. If you think of a summary as primarily a brief representation of what a text
says, then you might think of the rhetorical précis as a brief representation of what a text both says and does.
Although less common than a summary, a rhetorical précis is a particularly useful way to sum up your understanding
of how a text works rhetorically.
The Structure of a Rhetorical Précis
Sentence One: Name of the author, genre, and title of work, date in parentheses; a rhetorically active verb; and a
THAT clause containing the major assertion or thesis in the text.
Sentence Tw o: An explanation of how the author develops and supports the thesis.
Sentence Three: A statement of the author’s apparent purpose, followed by an “in order to” phrase.
Sentence Four: A description of the intended audience and/or the relationship the author establishes with the
audience.
Rhetorical Précis Sentence Starters
Sentence One (What?)
____________________________ in the _________________________, _________________________,
(Author) (A) (Title)
______________________________________ that ___________________________________________
(B)
_____________________________________________________________________________________
Sentence Two (How?)
____________________________ supports his/her _________________ by ______________________
(Author’s Last Name) (B) (C)
_____________________________________________________________________________________
_____________________________________________________________________________________
Sentence Three (Why?)
The author’s purpose is to
_____________________________________________________________________________________
(D)
________________________________ in orderto / so that ____________________________________
_____________________________________________________________________________________
Sentence Four (To Whom?)
The author writesin a ______________________tone for ______________________________________
(E)
(audience)
A B C D E
article,
book review,
essay,
column,
editorial
argues, argument,
asserts, assertion,
suggests, suggestion,
claims, questions,
explains, explanation
comparing,
contrasting
telling, explaining,
illustrating,
demonstrating,
defining, describing,
listing
show
point out
suggest
inform
persuade
convince
formal
informal
sarcastic
humorous
contemptuous

Natalia Leyva
Villa
Professor Beach
ED 200
11 September 2017
Rhetorical Précis
In the article “End Homework Now” (2001), Etta Kralovec and John Buell claim that the
practice of assigning homework is not an effective teaching method because its negative effects
outweigh its benefits. Kralovec and Buell support their claims by providing examples of how
homework disrupts families, overburdens children and limits learning and by dispelling myths
about the benefits of homework and providing alternative practices that would lead to
improvement in student achievement. The authors’ purpose is to make the reader question a
practice that is a trademark of the U.S. education system and decide whether it is conducive to
creating a “smarter” student. They seem to be speaking to the entire educational community:
administrators, teachers, students and parents.
Rhetorical Précis Worksheet and Paragraph Taken from: http://www.lanzbom.org/

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What is “AXES”?
A good AXES-paragraph contains each of these elements plus more!
A
Assertion: An assertion is your claim for the paragraph. Although
sometimes it is referred to as a topic sentence, an assertion goes
beyond stating a topic; an assertion takes a stand or makes a claim
about an issue. An assertion should not be obvious or self- explanatory.
X
Example: An example is the evidence required to support your
assertion. Most often an example is a quote or passage from the
readings that proves or confirms your assertion.
E
Explanation: The explanation reveals how the example actually
supports or proves the assertion. The explanation should be clear and
specific. Explanation should never repeat or “translate” the quoted
example.
S
Significance: Every paragraph should include a statement that tells
the reader what makes your assertion important. As part of an essay,
the significance reveals how the paragraph supports the paper’s thesis.
It may also show how your assertion connects to real-life human
experience. In literary analysis, your significance may explore the
author’s purpose in writing the text, or show a connection between the
text and modern human experience.

Name:___________________________ Period:_____
Topic:_______________________________
Points
Understanding the
assignment concrete
details/ evidence
Organization; quality
and clarity of thought
Outstanding
5
Evidence of exceeding the
requirements; use of 2 or
more concrete details;
thorough and perceptive
explanation of context and
significance; outstanding
evidence of quality work;
impressive statement of
relevance
Creative and engaging
introduction; extensive
body with detailed
discussion of the topic;
impressive conclusion
Analytical Paragraph/Essay Scoring Guide
Excellent
Very Good
4
3
Clear identification of Clear but brief
understanding the
identification of
assignment; use of 2 understanding the
concrete details; thorough assignment; use of 1-2
explanation of context and concrete details; clear
significance; outstanding and adequate explanation
evidence of quality work; of context and
clear statement of
significance; good
relevance.
evidence of attention to
producing quality work;
clear but brief statement
Effective introduction with
clear identification of
purpose; thorough body
with discussion of the
topic; clear conclusion
of relevance
Adequate introduction
with identification of the
purpose; complete body
with discussion of the
topic; adequate
conclusion.
Fair
2
Brief identification of the
understanding the
assignment; use of only 1
source; brief explanation of
context, significance; some
evidence of attention to
producing quality work;
some statement of relevance.
Adequate, but brief
introduction; simple
identification of purpose;
complete but thin body with
discussion of topic; scant
conclusion
Poor
1
Sketchy identification of
the assignment; use of only
1 source; sketchy
explanation of context,
significance; little evidence
of attention to producing
quality work; little or no
statement of relevance
Inadequate or simplistic
introduction; incomplete
identification of purpose;
sketchy discussion of the
topic; inadequate
conclusion
Style and writing
conventions
Excellent command of
sentence variety,
transitions, and structure
Eloquent diction mastery
of punctuation, spelling
and grammar
Standards Assessed: R2.4, R2.5, W1.1, W2.3, ELC1.1, ELC1.2
Comments:
Strong command of
sentence variety,
transitions, and structure
effective diction few
punctuation, spelling,
grammar errors.
Some sentence variety,
transitions, and some
errors in sentence
structure
Appropriate diction
Some punctuation,
spelling and grammar
errors that do not interfere
with meaning.
Limited sentence variety
and transitions.
Many errors in sentence
structure
Basic/Unsophisticated use
of diction
Some punctuation, spelling
and grammar errors that
may distract reader
No sentence variety; nor
transitions
Many errors in sentence
structure
Diction is elementary an/or
inappropriate serious and
persistent errors that
severely interferes with
meaning
Key: check means you did the following, circle with a strike through means you didn’t do it!
□ Proper Heading □ Page Requirements □ Font Size □ Spacing/Margins □ AXES format □ other: _________________________________________________________