AO3 Short Response Paragraph Checklist for all academic paragraph writing

1. Structure and Organization

• I begin with a clear topic sentence that identifies my main idea or argument.

• Each supporting sentence develops logically, avoiding repetition or unrelated ideas.

• I end with a concluding sentence that reinforces my argument or connects to the next idea.

• My punctuation and sentence boundaries are correct—no fragments or run-ons.

2. Clarity and Precision

• My ideas are expressed clearly, concisely, and accurately.

• I avoid vague language (e.g., “things,” “it,” “stuff,” “a lot”) and replace them with specific nouns and strong verbs (e.g., concepts, evidence, demonstrates).

• My sentences communicate exactly what I mean—no assumptions left for the reader to untangle.

3. Cohesion and Flow

• I use connective phrases (e.g., therefore, however, in contrast, for instance) to guide the reader through my reasoning.

• Pronouns clearly refer to the correct nouns—no ambiguity about what “they” or “this” describes.

• I vary sentence length and structure to create smooth rhythm and readability.

4. Appropriate Register (Formal Voice) Formal register means writing that is suited to an academic audience.

A. Diction: Word Choice

• I use specific, elevated vocabulary:
  “good” → “effective,” “valuable”; “shows” → “demonstrates,” “illustrates.”

• I include academic terms relevant to the topic (validity, implication, hierarchy, autonomy).

• I avoid contractions and slang (does not instead of doesn’t; children instead of kids).

• I remove filler words (a lot, really, kind of, basically) that weaken authority.

B. Pronoun and Perspective Control

• I avoid first and second person pronouns (“I,” “you,” “we”).

• I focus on ideas, not opinions: Use “This suggests that…” instead of “I think this means…”

• My tone is objective—guided by reasoning, not personal feeling.

C. Tone and Sentence Structure

• I maintain a balanced, neutral tone—measured rather than emotional.
  “This argument lacks validity” is better than “This is totally wrong.”

• I use complex sentences to show relationships between ideas:
  “Although the reform aimed to improve equality, it intensified division.”

• My sentence openings are varied; I avoid starting every sentence with “This shows…” or “This means…”

D. Purpose Matching

• I adjust my tone for the task:

• Analytical writing: logical, precise, objective.

• Argumentative writing: assertive but courteous.

• Descriptive/explanatory writing: clear, vivid, factual.

E. Editing for Register Before submitting:

o   I circle any text-message words or casual phrasing and revise.

o   I check for personal pronouns or direct address and replace with neutral alternatives.

o   I read my paragraph aloud—if it sounds conversational, I refine it into commentary.

5. Purpose and Audience

o   My language and structure fit the question’s demand—analytical, evaluative, or explanatory.

o   I have fully and directly answered the question.

o   My ideas and examples are relevant, purposeful, and clearly linked to the topic.

o   My argument communicates authority and accuracy through logic, not emotion.