I Have a Dream
Handout List
Handout:
Pages
“I Have a Dream” with glossary ...................................................................................... 2-5
Pre Reading Activity with Cartoon ......................................................................................6
Pre Reading Map Work ................................................................................................... 7-9
Vocabulary Self Assessment Chart ....................................................................................10
Peer Response to Rhetorical Précis....................................................................................11
Précis Scoring Guide..........................................................................................................12
Concept Maps .............................................................................................................. 13-15
Appeals ..............................................................................................................................16
“I Have a Dream” Appeals Grid ........................................................................................17
“I Have a Dream” Multiple Choice Questions and Key .............................................. 18-19
“I Have a Dream” Paper Prompt .................................................................................. 20-21
“I Have a Dream” Paper Rubric.........................................................................................22
1
“I Have a Dream” Speech by Martin Luther King, Jr.
I am happy to join with you today in what will go down in history as the greatest
demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today,
signed the Emancipation Proclamation. This momentous decree came as a great
beacon light of hope to millions of Negro slaves who had been seared in the flames
of withering injustice. It came as a joyous daybreak to end the long night of their
captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the
life of the Negro is still sadly crippled by the manacles of segregation and the chains
of discrimination. One hundred years later, the Negro lives on a lonely island of
poverty in the midst of a vast ocean of material prosperity. One hundred years
later, the Negro is still languished in the corners of American society and finds
himself an exile in his own land. And so we've come here today to dramatize a
shameful condition.
In a sense we've come to our nation's capital to cash a check. When the architects of
our republic wrote the magnificent words of the Constitution and the Declaration of
Independence, they were signing a promissory note to which every American was to
fall heir. This note was a promise that all men, yes, black men as well as white men,
would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of
Happiness." It is obvious today that America has defaulted on this promissory note,
insofar as her citizens of color are concerned. Instead of honoring this sacred
obligation, America has given the Negro people a bad check, a check which has come
back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe
that there are insufficient funds in the great vaults of opportunity of this nation. And
so, we've come to cash this check, a check that will give us upon demand the riches
of freedom and the security of justice.
We have also come to this hallowed spot to remind America of the fierce urgency of
Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing
drug of gradualism. Now is the time to make real the promises of democracy. Now is
the time to rise from the dark and desolate valley of segregation to the sunlit path
of racial justice. Now is the time to lift our nation from the quicksands of racial
injustice to the solid rock of brotherhood. Now is the time to make justice a reality
for all of God's children.
It would be fatal for the nation to overlook the urgency of the moment. This
sweltering summer of the Negro's legitimate discontent will not pass until there is
an invigorating autumn of freedom and equality. Nineteen sixty-three is not an
end, but a beginning. And those who hope that the Negro needed to blow off steam
and will now be content will have a rude awakening if the nation returns to business
as usual. And there will be neither rest nor tranquility in America until the Negro is
granted his citizenship rights. The whirlwinds of revolt will continue to shake the
foundations of our nation until the bright day of justice emerges.
But there is something that I must say to my people, who stand on the warm
threshold which leads into the palace of justice: In the process of gaining our
rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our
thirst for freedom by drinking from the cup of bitterness and hatred. We must
2
forever conduct our struggle on the high plane of dignity and discipline. We must not
allow our creative protest to degenerate into physical violence. Again and again, we
must rise to the majestic heights of meeting physical force with soul force.
The marvelous new militancy which has engulfed the Negro community must not
lead us to a distrust of all white people, for many of our white brothers, as evidenced
by their presence here today, have come to realize that their destiny is tied up with
our destiny. And they have come to realize that their freedom is inextricably bound
to our freedom.
We cannot walk alone.
And as we walk, we must make the pledge that we shall always march ahead.
We cannot turn back.
There are those who are asking the devotees of civil rights, "When will you be
satisfied?" We can never be satisfied as long as the Negro is the victim of the
unspeakable horrors of police brutality. We can never be satisfied as long as our
bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the
highways and the hotels of the cities. We cannot be satisfied as long as the negro's
basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as
long as our children are stripped of their self-hood and robbed of their dignity by
signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in
Mississippi cannot vote and a Negro in New York believes he has nothing for which to
vote. No, no, we are not satisfied, and we will not be satisfied until "justice rolls
down like waters, and righteousness like a mighty stream."¹
I am not unmindful that some of you have come here out of great trials and
tribulations. Some of you have come fresh from narrow jail cells. And some of you
have come from areas where your quest -- quest for freedom left you battered by
the storms of persecution and staggered by the winds of police brutality. You have
been the veterans of creative suffering. Continue to work with the faith that
unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go
back to South Carolina, go back to Georgia, go back to Louisiana, go back to the
slums and ghettos of our northern cities, knowing that somehow this situation can
and will be changed.
Let us not wallow in the valley of despair, I say to you today, my friends.
And so even though we face the difficulties of today and tomorrow, I still have a
dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of
its creed: "We hold these truths to be self-evident, that all men are created equal."
I have a dream that one day on the red hills of Georgia, the sons of former slaves
and the sons of former slave owners will be able to sit down together at the table of
brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the
heat of injustice, sweltering with the heat of oppression, will be transformed into an
oasis of freedom and justice.
3
I have a dream that my four little children will one day live in a nation where they
will not be judged by the color of their skin but by the content of their character.
I have a dream today!
I have a dream that one day, down in Alabama, with its vicious racists, with its
governor having his lips dripping with the words of "interposition" and
"nullification" -- one day right there in Alabama little black boys and black girls will
be able to join hands with little white boys and white girls as sisters and brothers.
I have a dream today!
I have a dream that one day every valley shall be exalted, and every hill and
mountain shall be made low, the rough places will be made plain, and the crooked
places will be made straight; "and the glory of the Lord shall be revealed and all flesh
shall see it together."2
This is our hope, and this is the faith that I go back to the South with.
With this faith, we will be able to hew out of the mountain of despair a stone of
hope. With this faith, we will be able to transform the jangling discords of our
nation into a beautiful symphony of brotherhood. With this faith, we will be able to
work together, to pray together, to struggle together, to go to jail together, to stand
up for freedom together, knowing that we will be free one day.
And this will be the day -- this will be the day when all of God's children will be able
to sing with new meaning:
My country 'tis of thee, sweet land of liberty, of thee I sing.
Land where my fathers died, land of the Pilgrim's pride,
From every mountainside, let freedom ring!
And if America is to be a great nation, this must become true.
And so let freedom ring from the prodigious hilltops of New Hampshire.
Let freedom ring from the mighty mountains of New York.
Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado.
Let freedom ring from the curvaceous slopes of California.
But not only that:
Let freedom ring from Stone Mountain of Georgia.
Let freedom ring from Lookout Mountain of Tennessee.
Let freedom ring from every hill and molehill of Mississippi.
4
From every mountainside, let freedom ring.
And when this happens, when we allow freedom ring, when we let it ring from every
village and every hamlet, from every state and every city, we will be able to speed
up that day when all of God's children, black men and white men, Jews and
Gentiles, Protestants and Catholics, will be able to join hands and sing in the words
of the old Negro spiritual:
Free at last! Free at last!
Thank God Almighty, we are free at last!3
¹ Amos 5:24 (rendered precisely in The American Standard Version of the Holy Bible)
2
Isaiah 40:4-5 (King James Version of the Holy Bible). Quotation marks are excluded from part of
this moment in the text because King's rendering of Isaiah 40:4 does not precisely follow the KJV
version from which he quotes (e.g., "hill" and "mountain" are reversed in the KJV). King's
rendering of Isaiah 40:5, however, is precisely quoted from the KJV.
Glossary
Score: 20 years
Momentous: very important
Prosperity: easy living (having a comfortable life, with enough money)
Defaulted: failed to pay up
Hallowed: blessed, honored
Desolate: abandoned, lonely
Sweltering: boiling hot
Invigorating: refreshing
Threshold: entryway
Devotees: people devoted to something
Persecution: torment of a particular group or person over a period of time
Redemptive: as a way to make up for past wrongs, to clear oneself of guilt
Wallow: roll around in something (like guilt or mud)
Creed: verbalized list of beliefs
Self-evident: obvious
Oppression: one group being crushed or mistreated by another group
Oasis: a refreshing, welcoming place surrounded by desert; a rest stop
Vicious: hurtful, evil, harsh
Interposition: inserting something in between two other things; interruption
Nullification: canceling out something
Hew: cut
Jangling: harsh sound
Discords: harsh, irritating sound
Prodigious: huge
Curvaceous: curvy
Hamlet: tiny village
Gentiles: non-Jews
5
Pre-reading Activity
Look at Dr. Seuss political cartoon.
1. In your OWN words, what is the message of this cartoon?
2. What do you think is the purpose of this cartoon?
3. In “I Have a Dream,” Dr. Martin Luther King, Jr. says, “With this faith, we will
be able to transform the jangling discords of our nation into a beautiful symphony
of brotherhood”. How does the cartoon parallel King’s message? In what way
does the cartoon diverge from King’s message?
6
Pre Reading Map
A Pre Reading Map is a great way to get the main ideas into a usable form on paper and
to preview those ideas before you read the entire text. Write the name of the text at the
top of the page, and the paragraph number of the assigned paragraphs on the top of each
box. Then, after skimming each paragraph, fill the paragraph box with information to
remind you of ideas in the key paragraphs. You may write an important word, a
statement, a short summary, or draw a picture.
Paragraph #
Paragraph #
In this box, to remember the main points of
this paragraph:
In this box, to remember the main points of
this paragraph:



Draw a picture,
Write a few words of summary,
Write a statement.



Draw a picture,
Write a few words of summary,
Write a statement.
Paragraph #
Paragraph #
In this box, to remember the main points of
this paragraph:
In this box, to remember the main points of
this paragraph:



Draw a picture,
Write a few words of summary,
Write a statement.



Draw a picture,
Write a few words of summary,
Write a statement.
7
Pre Reading Map
Title: ____________________
Paragraph # 4
Paragraph # 7
In this box, to remember the main points of
this paragraph:
In this box, to remember the main points of
this paragraph:



Draw a picture,
Write a few words of summary,
Write a statement.
Paragraph # 13



Draw a picture,
Write a few words of summary,
Write a statement.
Paragraph # 26
In this box, to remember the main points of
this paragraph:
In this box, to remember the main points of
this paragraph:



Draw a picture,
Write a few words of summary,
Write a statement.



Draw a picture,
Write a few words of summary,
Write a statement.
8
Key “I Have a Dream” Paragraphs
Paragraph 4
In a sense we've come to our nation's capital to cash a check. When the architects of
our republic wrote the magnificent words of the Constitution and the Declaration of
Independence, they were signing a promissory note to which every American was to
fall heir. This note was a promise that all men, yes, black men as well as white men,
would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of
Happiness." It is obvious today that America has defaulted on this promissory note,
insofar as her citizens of color are concerned. Instead of honoring this sacred
obligation, America has given the Negro people a bad check, a check which has come
back marked "insufficient funds."
Paragraph 7
It would be fatal for the nation to overlook the urgency of the moment. This
sweltering summer of the Negro's legitimate discontent will not pass until there is an
invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but
a beginning. And those who hope that the Negro needed to blow off steam and will
now be content will have a rude awakening if the nation returns to business as usual.
And there will be neither rest nor tranquility in America until the Negro is granted his
citizenship rights. The whirlwinds of revolt will continue to shake the foundations of
our nation until the bright day of justice emerges.
Paragraph 13
There are those who are asking the devotees of civil rights, "When will you be
satisfied?" We can never be satisfied as long as the Negro is the victim of the
unspeakable horrors of police brutality. We can never be satisfied as long as our
bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the
highways and the hotels of the cities. We cannot be satisfied as long as the negro's
basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as
long as our children are stripped of their self-hood and robbed of their dignity by
signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in
Mississippi cannot vote and a Negro in New York believes he has nothing for which to
vote. No, no, we are not satisfied, and we will not be satisfied until "justice rolls
down like waters, and righteousness like a mighty stream."¹
Paragraph 26
With this faith, we will be able to hew out of the mountain of despair a stone of hope.
With this faith, we will be able to transform the jangling discords of our nation into a
beautiful symphony of brotherhood. With this faith, we will be able to work together,
to pray together, to struggle together, to go to jail together, to stand up for freedom
together, knowing that we will be free one day.
9
I Have a Dream
Vocabulary Self-Assessment Chart
Word
Definition
Know
It Well
Have
Heard
of It
Don’t
Know
It
Emancipation
Manacles
Languished
Unalienable
Degenerate
Engulfed
Inextricably
Righteousness
Tribulations
10
Peer Response to Rhetorical Précis
_____ YES
1. Does the writer include the author’s name in the first sentence of
the summary?
_____ NO
 Writer: include the author’s name.
_____ YES
2. Does the writer include the title of the essay in the first sentence of
the summary?
_____ YES
Is the title in quotation marks?
_____ NO
 Writer: include the title of the essay.
_____ NO
 Writer: punctuate the title using quotation marks.
_____ YES
3. Does the first sentence clearly state the main idea of the article?
_____ NO
 Writer: state the main idea in the first sentence. Make sure it is clear
and accurate. You can improve your first sentence by:
________________________________________________________
________________________________________________________
_____ YES
4. Does the writer include all of the important ideas or supporting
points from the essay?
_____ NO
 Writer: You left out an important point: (Specify which one/s)
________________________________________________________
________________________________________________________
_____ YES
5. Does the writer use his/her own words?
_____ NO
 Writer: You used the author’s words instead of your own. (Tell
where—give paragraph or line number)
_____ YES
6. Does the writer keep his/her own opinions out of the summary?
_____ NO
 Writer: You mentioned your opinion in the summary. (Tell where—
give paragraph or line number). Remember to save your opinion for
your response!
(From LS 15 Course Materials, California State University, Sacramento © 2003)
11
 Does it use original language and avoid copying phrases and sentences?
 Does it state the author’s apparent purpose/aim for writing the text?
 Does it follow the purpose statement with an IN ORDER TO phrase which
explains what the author wants the audience to do, feel, or understand as a result
of reading the text?
Intended audience and the relationship with the writer:
4th sentence

Does the last sentence name the intended audience and discuss the relationship
with the writer created through tone, word, choice and/or appeals?
10
10
7
4
7
4
12
Below
Standard
Below
Standard
4
1
Below
Standard
Average
Average
Proficient
7
1
1
Below
Standard
The author’s purpose/aim:
3rd sentence
10
Average
Does it use original language and avoid copying phrases and sentences?
Does it explain how the author develops, structures, and/or supports the
argument through a discussion of claims, evidence, and/or the organization of
ideas in the text?
Average

Proficient

4
Proficient
Major claims, use of evidence, and how the text is developed:
2nd sentence
7
Proficient

10
Advanced

Does the opening sentence include the title of the essay, author’s name, the
genre (essay, article, letter) date of publication, and the main idea of the entire
reading?
Does it use original language and avoid copying phrases and sentences?
Does it use a rhetorically accurate verb (e.g. “asserts,” “argues,” “suggests,”
“implies,” “claims,” etc.) that describes what the author is doing in the text,
and a THAT clause in which it states the major assertion (the claim or
argument) of the author’s text?
Advanced

Advanced
Text details and main argument:
1st sentence
Advanced
Précis Scoring Guide
1
Concept Map 1 of 3
New Concept: Summer of Discontent
Example Sentence:
Synonyms:
Essential Characteristics:
Definition:
Examples:
Non-Examples:
My sentence:
13
Concept Map 2 of 3
New Concept: Gradualism
Example Sentence:
Synonyms:
Essential Characteristics:
Definition:
Examples:
Non-Examples:
My sentence:
14
Concept Map 3 of 3
New Concept: Promissory Note
Example Sentence:
Synonyms:
Essential Characteristics:
Definition:
Examples:
Non-Examples:
My sentence:
15
Types of Appeals
In a nonfiction text, there are three general types of appeals an author may
make to support his or her point: ethos, logos, and pathos.
Type of Appeal
Ethos
Definition
The appeal is based on the authority
or “expert” status of the source of
the evidence.
Examples
A pro basketball player writes
an essay defending why
players are worth the money
they are paid.
A teacher writes an article
arguing for the usefulness of
homework.
Logos
Pathos
The appeal is based on logic,
reasoning, or facts and statistics.
The appeal is emotional in nature,
and targets the reader’s feelings; this
appeal tries to generate sympathy,
empathy and a personal connection
to the reader.
An anti-war supporter offers
statistics that show the cost of
a war versus the economic
benefit.
Using results from laboratory
tests, a scientist tries to prove
that memory can be improved
by drinking coffee.
A mother whose son was killed
in a gang fight pleads with
others to stop the violence.
An advocate for the homeless
describes a brutal night on the
street spent with two homeless
women.
16
Appeals Grid
“I Have a Dream”
by Dr. Martin Luther King, Jr.
Author of Essay: __________________________________________________________
Title of Essay: ____________________________________________________________
For the empty boxes, find a piece of evidence from the text we have not already noted.
Evidence Example.
Appeals Type?
Why did King choose this particular
appeal/example? What audience might
be persuaded by this? Why?
Emancipation
Proclamation
reference (paragraph
2)
Declaration of
Independence quote
(paragraph 4)
“dark and desolate
valley of segregation”
and “sunlit path of
racial justice”
(paragraph 6)
“justice rolls down
like waters, and
righteousness like a
mighty stream”
(paragraph 13)
“My Country ‘Tis of
Thee” excerpt
(paragraph 27)
“Let freedom ring”
repetition (paragraph
29)
17
“I Have a Dream”
Multiple Choice Questions
1) Referencing paragraph 4, why does Dr. King use the “bad check” metaphor?
a)
b)
c)
d)
To imply that the U.S. is not fiscally responsible.
To suggest that the U.S. needs to pay blacks reparations for racist policies of the past.
To argue that a promise made by the Founding Fathers has not been fulfilled.
To induce an emotional reaction in his audience.
2) To whom is Dr. King speaking when he says, “Let us not seek to satisfy our
thirst for freedom by drinking from the cup of bitterness and hatred” (paragraph
8):
a)
b)
c)
d)
Moderate African Americans involved in peaceful protests.
Moderate whites involved in peaceful protests.
Extremist whites advocating violence as a means to change.
Extremist African Americans advocating violence as a means to change.
3) Which of the following best summarizes the main point of paragraph 7?
a)
b)
c)
d)
It is dangerous to assume that the battle for equal rights is over, because it’s not.
1963 is the beginning of a new age of freedom for African Americans.
The battle for equal rights is over.
America is doomed to never-ending conflict and discord.
4) Dr. King says “Five score years ago” in paragraph 2 (rather than: 100 years
ago) because
a)
b)
c)
d)
He’s speaking to a well-educated audience that will appreciate advanced vocab.
He’s contemptuous of ignorant racist whites.
An allusion to Lincoln’s Emancipation Proclamation will shock racists.
An allusion to Lincoln’s Emancipation Proclamation will imply that a great white
American (Lincoln) has something in common with struggling blacks.
5) Dr. King’s use of the words “we” and “us” throughout his speech, is effective
because,
a)
b)
c)
d)
It avoids dividing his audience into race- or philosophy-based groups.
It entails an ethos appeal which encourages his audience to perceive him as trustworthy.
It forces the audience to feel guilty about their own prejudices.
It simplifies speech-writing for Dr. King.
6) In paragraphs 29, Dr. King lists places around the country where he wants
freedom to ring. The purpose of this list is to
a)
b)
c)
d)
Suggest that the goal of greater freedom applies to the whole country, not just the South.
Appeal to an audience with a strong Christian education.
Use repetition to energize his audience.
All of the above.
18
Answers:
1)
2)
3)
4)
5)
6)
Reasoning from the Text: C
Understanding Direct Statements: D
Identifying Important Ideas: A
Recognizing Purpose and Strategy: D
Recognizing Purpose and Strategy: B
Recognizing Purpose and Strategy: D
19
Analyzing a Non-Fiction Text Essay
“I Have a Dream” by Martin Luther King Jr.
This paper will examine Dr. Martin Luther King’s “I Have a Dream” speech. This speech is
regarded as one of Dr. King’s most important works.
To prepare for the paper, review your précis and idea map.
Writing the Paper



Introduction: Your introduction should include a précis of the text.
Body: Examine which techniques King uses to reach his audience. Evaluate how persuasive
King’s speech would be for that audience.
Conclusion: Your conclusion should discuss why King’s argument matters today.
Criteria for Evaluation:
Successful papers will articulate what argument the text is making; construct an account of an
argument; translate an argument into your own words by
1. creating a detailed and accurate précis of the text
2. articulating and discussing the main argument
3. explaining how King uses one aspect of his text (a claim, a piece of evidence, a rhetorical strategy –
tone, word choice, or the appeals, or the structure of the essay) to engage his audience in thinking
about his main argument
4. using effective structure that carefully guides the reader from one idea to the next;
5. thoroughly editing so that sentences are readable and appropriate for an academic paper.
20
The précis, in addition to the basic information about the text (author, title, publication year,
etc.), calls for a sentence to address each of these:
1. a detailing of the main argument of the text
2. an explanation of how the author develops and supports the major claim (thesis
statement)
3. a statement of the author's purpose/aim and why that is the purpose of the text
4. a description of the intended audience and/or the relationship the author establishes with
the audience
.
Sample Essay Structures:
Introduction: The précis & Main Argument (two
paragraphs)
Body ¶ 1: Major Claim Exploration
Body ¶ 2: Major Claim Exploration Cont.
Conclusion: Why King’s Argument Matters
Today
Introduction: The précis & Main Argument (two
s)
Body ¶ 1: Rhetorical Strategies (Logos Appeal)
Body ¶ 2: Rhetorical Strategies (Pathos Appeal)
Conclusion: Why King’s Argument Matters
Today
Introduction: The précis & Main Argument (two
paragraphs)
Body ¶ 1: Evidence Discussion
Body ¶ 2: Evidence Discussion Cont.
Conclusion: Why King’s Argument Matters Today
Introduction: The précis & Main Argument (two ¶s)
Body ¶ 1: Organization/Structure Discussion
Body ¶ 2: How the Structure Connects to the Main
Argument
Conclusion: Why King’s Argument Matters Today
21
Rubric - “I Have a Dream” Essay
Focus and Content:
1 2 3 4 5 6
1. Does the writer clearly explain King’s argument in the form of an
accurate précis?
1 2 3 4 5 6
2. Does the writer think carefully about the main argument of text?
1 2 3 4 5 6
3. Does the essay fully introduce and detail one aspect of his text: a
major claim, a piece of evidence, the use of appeals, word choice, tone,
or structure?
1 2 3 4 5 6
4. Does the essay explain how King uses this one aspect of his text (a
claim, a piece of evidence, a rhetorical strategy –tone, word choice, or
the appeals, or the structure of the essay to support explore his main
argument?
1 2 3 4 5 6
5. Do paragraphs after the précis provide specific quotations to support
the writer's assertions about how King uses the selected aspect of his text
to explore and support his main argument?
1 2 3 4 5 6
6. Does the last paragraph of essay think about why and how King’s
main argument matters today?
Organization:
1 2 3 4 5 6
1. Does the essay have an effective introduction, an adequate body, and
a solid conclusion?
1 2 3 4 5 6
2. Does the introduction state the specific topic and have a clear thesis?
1 2 3 4 5 6
3. Does each body paragraph include a topic sentence, supporting
details, and analysis of the significance of these ideas?
1 2 3 4 5 6
4. Are coherence devices used effectively within and between
paragraphs?
1 2 3 4 5 6
5. Does the conclusion support the thesis and tie together the ideas of the
essay?
Grammar & Mechanics:
1 2 3 4 5 6
1. Are verbs correct (correct form, agree with subject, correct tense)?
1 2 3 4 5 6
2. Are nouns accurate (articles, plurals, possession)?
1 2 3 4 5 6
3. Is word choice precise? Are word forms correct?
1 2 3 4 5 6
4. Does the writer use effective and varied sentence structure and avoid
fragments and run-ons?
1 2 3 4 5 6
5. Other:
22