Rubric for Editing and Proofreading of MLA Documents. Use this rubric as well as others posted on this website (see the Website Index tab at the top of this website) to check all assignments. Copy and paste this rubric into a Word document. Then print it out and place it in your binder.

 Editing and Proofreading of MLA Documents

Use the following points to assist you in writing comments on your peer's essay. You are an editor, making certain that the text before you is excellent.

Check that

• the essay is in MLA format--proper heading and header (name and page number in the right corner), one-inch margins, double spaced, 12-point Times New Roman (or Arial or Courier) font.
• you use one side of the paper only (no double-sided).
• there is no extra 1/2 space in the heading.
• the title is centered, 12-point font, no underline, no bold, no quotes.
• there is no extra space between heading and title or title and first paragraph of the essay. 
• the header (right corner of each page) is the same font and size as the font in the essay.
• there is no extra 1/2 space between paragraphs.
• the opening paragraph contains full titles (within quotation marks), full names of authors, a clear targeted thesis statement, no analysis yet. Analysis begins in the body paragraphs. If the student was given a prompt, the essay should clearly answer all aspects of that prompt, and the thesis statement should reflect key ideas from the prompt (if the student writer does not address the prompt or digresses that should be pointed out).
• the essay is well organized with coherent paragraphs (at least seven sentences each, except for the introduction or conclusion).
• any quotes (short--words and phrases; at most a sentence) have page or paragraph or line citations in parentheses; the period comes after the parentheses (not within the quotation mark). Please read the tab at the top of this website: "Information About In-Text Citations (MLA)." (https://www.ftschool.org/fts/_zumu_user_doc_cache/MLA_Quoting_and_Citing_Guidelines.pdf) If you make mistakes in the format of your in-text citations, you will lose points on your assignment.
• the essay sticks to the thesis and does not introduce information unrelated to the thesis/prompt.
• the discussion is balanced--equal time is dedicated to all aspects of the prompt.
• when the student-writer mentions the name of the author being discussed in the body paragraphs, he/she uses only the author's last name.
• there is no slang.
• there are no run-on sentences or fragments.
• the meaning of all sentences is clear; rewrite if needed.
• all language is precise and not vague; rewrite if needed.
• there are no words that could be omitted.
• the paragraphs are substantial with excellent points/commentary. There need not be a concluding paragraph by the way, as long as the student-writer has an excellent concluding sentence at the end of the last body paragraph. The essay should "feel" complete.
• there are no misspellings or typos.
• there are specific examples to prove any points the student is making.
• the essay is at least two pages to the bottom margin of the second page.
• the essay does not digress (go "off point").
• the essay has a strong, original voice.
• the essay is fluid and coherent (no confusing parts); if confusing parts, point them out.
• the essay does not have too many quotes. If the student-writer has too many quotes and not enough of his/her own commentary/elaboration, he/she has not written a good essay.
• when you add quotes, be sure they are no longer than a sentence.
• if you are answering a "questions" assignment in an MLA document, always try to include textual evidence (quotes) with citations (page number or paragraph number in parentheses--see the link to the sample MLA paper on this website so that you use the correct punctuation format with end quotation marks and the period that ends the sentence).
• the essay has no mistakes in grammar. 
• the essay does not have too much summary.
• the essay avoids stating-the-obvious statements, such as defining terms--"Imagery is when a writer is descriptive to draw the reader in." "The author uses diction."
• the essay uses the literary present tense throughout.
• the paragraphs have excellent topic sentences and the information in the paragraph aligns with the topic.
• the essay does not sound chatty or have wasted words, such as, "As I mentioned earlier" or "I am going to analyze . . ."
• the essay has proper capitalization throughout.
• the essay elaborates on the "why" and "how" something is effective; the student-writer avoids simply telling the reader something--elaboration on why a point is being made is essential.
• the essay has proper punctuation with quotations--a comma before, and if the quote is used as a complete sentence, the first word is capitalized, regardless of whether the first word is capitalized in the original. The student-writer is allowed to punctuate as the essay requires.
• the quotations do not begin with ellipses points or end with ellipses points-- . . . 
• the essay avoids using the same word in one paragraph--use synonyms.
• the essay avoids using the same words throughout--use synonyms.
• if an analysis essay, the writer mentions the author's use of literary terms or rhetoric and how those devices are effective with great elaboration.
• the Works Cited page format (if required) is correct.
• Link to Another MLA Checklist: https://writingcommons.org/article/mla-checklist/. You can also google "MLA Checklist" yourself to find plenty of guidance.