Written Report
Student Checklist

This checklist belongs to:_______________________________________
Name of report:__________________________________
Date:___________________________
Put a checkmark beside the items
that describe your report.
Mechanics
| ____ My paragraphs are sound. |
____ Each of my paragraphs has one main
idea. |
| ____ I have used correct grammar. |
____ I have used correct punctuation. |
| ____ Periods are at the end of my sentences. |
____ I have quotation marks around dialogue. |
| ____ My spelling is correct. |
____ My handwriting is readable. |
| ____ My print-out contains no typos. |
|
Fluency
| ____ My sentences begin in different ways. |
____ My sentences build upon the ones before. |
| ____ My sentences are different lengths. |
____ The meaning of each of my sentences
is clear. |
| ____ There are no run-ons. |
____ My sentences flow and use correct grammar. |
| ____ My sentences are complete. |
____ My handwriting is readable. |
Organization
| ___ My report is sequenced in order. |
____ My introduction is exciting and inviting. |
| ____ My ideas flow and are connected. |
____ I have a satisfying conclusion. |
Capitalization
| ____ I have capitalized people and pet names. |
____I have capitalized the first word in each
sentence. |
| ____ I have capitalized months and days. |
____I have capitalized cities, states, and places. |
| ____ I have capitalized titles of books, movies,
etc. |
|
Word Choice
| ____ Every word seems to be just right. |
____ I used a lot of describing words. |
| ____ My words paint pictures in the reader's
mind. |
____ I used strong verbs like darted and exclaimed. |
| ____ I used synonyms to add variety. |
|
Ideas
| ____I used brainstorming or a story
map to create and organize ideas. |
____ I have listened
to suggestions from the teacher or peer writers. |
| ____My report is clear and focused. |
____ I understand my topic. |
| ___ My details give the reader important
information. |
____ My ideas relate to one another. |
| ____My ideas are written in my own words. |
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