1. Choose a very specific thesis (follow the prompt); expand, explain and analyze that thesis in great detail. Every sentence should explain or reveal or give support to your thesis. Make your thesis or the author the subject of every sentence. (Do not use "I")
2. Do not summarize or discuss the plot at all; focus instead on following your support with specific discussion, comments, and analysis; do not generalize; be specific.
3. As you word-process your first drafts, print out and proofread the text for all typos, mechanics, style and clarity, including "be" verbs, passive voice, and usage with the guidelines below - eliminate inaccurate or informal phrasing. A spellcheck feature can only accomplish some spellchecks - proofread for spelling independently with your eyes from a printout.

For your editing convenience, the following guidelines are also available in Word format: Revision Guidelines

Before you submit a response paper or essay, please proofread and revise for the following items:

[NCH ..] = The New Century Handbook (3rd ed.) references by chapter/section and page numbers(s) with grading marks in bold soft brackets: { }.

Clarity & Conciseness

{ PV }: Revise passive voice; revise for active voice:  additional help [NCH:  32g, pp. 682-3; 40d, pp. 745-6]

{ be }: Omit "be" auxiliary or helping verbs (unless an ongoing action): is / are, was / were, be / being Revise or replace with active, concise verbs:  additional help [NCH:  32c, pp.  682-3]

{ U }: usage

Revise and avoid these inexact and ambiguous verbs: display,   exhibit,   portray,   seem,   show,   use / utilize / employ:  additional help [NCH:  5c-4, pp.  100-1]

Revise and avoid these nouns as subjects for sentences: thing(s),  the reader,  the audience, today Keep the focus on the author and/or thesis.

Revise and avoid these pronouns: I, me (my),   one, you (your),   we (us, our) Keep the focus on the author and/or thesis. [NCH:  6d, pp. 129-130, 17b-4, pp. 409-410]

{ logic } : reasoning, [NCH:  7f-g, pp. 157-164]

{ phrasing } : informal or vague, [NCH:  45c, pp. 785-794]

Organization & Content

{ analysis / develop }: Follow all examples and evidence with a well-developed discussion and analysis. [NCH:  7h, pp. 164-6]

{ example }: Introduce appropriate examples and evidence; also check for plagiarism {PL ). - see course policies (left menu). [NCH:  11, pp. 243-264]

{ combine }: Combine and subordinate sentences and ideas. [NCH:  41, pp. 753-758]

{ MLA }: Paraphrase and parenthetically document examples and evidence according to the MLA Handbook for Writers of Research Papers - document all textbook references to prose by page number and poetry by line number(s). Avoid quotes (paraphrase and cite), and check for plagiarism. [NCH:  11, pp. 243-264; 13, pp. 306-350]

{ P / ¶ }: Paragraph length (4 to 7 sentences on average) [NCH 6f, p. 131

{ thesis }: Define the thesis clearly. [NCH:  7a,  pp. 137-142]

{ PS }: Do not write no plot summaries. Keep the focus on the author and/or thesis, and answer the prompt.

Basic Grammar

{ AGREEMENT }: Subject-verb / pronoun-antecedent. [NCH:  33, pp. 697-706]

Sentences: { CS }: Comma splices { FRAG }: Fragments (incomplete sentences { RO }: Run-on sentences (no punctuation) [NCH:  35, 36,  pp. 714-724]

Punctuation: { c / no c }: commas { sc / no sc  }: semi-colons { p  }: periods { a / no a }: apostrophes { qm  }: quotation marks [NCH:  51-54, pp. 837-871]

{ SENSE }: Basic grammar and sentence structure (subject-predicate , etc.) [NCH:  29-32, pp. 639-696; 37-39, pp. 725-774]

{ sp } : Spelling [NCH:  49, pp. 823-846]