Title: Revision
Course: Question Banks

Q: To have coherence within a paragraph, it is important that:
- All sentences are related, but the organization is completely up to the writer’s style. (Incorrect. While organization can be subjective, the overall flow should follow a logical progression.)
- All sentences flow together well, but they do not have to be related to the topic sentence. (Incorrect. If a sentence does not directly relate to the topic sentence, it should be revised as it interrupts the coherence of the paragraph.)
- All sentences are of similar length, as varied sentence structure can be confusing. (Incorrect. Varied sentence structure and length are always a positive asset in writing. You should avoid having sentences that are the same length/structure throughout.)
- All sentences are related to the topic sentence and flow in an organized manner. (Correct. Coherence requires relation to the overall point and an organized flow.)
A: All sentences are related to the topic sentence and flow in an organized manner.

Q: A topic sentence is:
- A sentence anywhere in the paragraph that shows the main message. (Incorrect. The topic sentence should show the main message, but it should always be at the beginning of the paragraph.)
- A sentence that ends the paragraph that sums up the main idea. (Incorrect. While it’s good to have a sentence at the end that restates the main point, the topic sentence should be at the beginning of the paragraph, while a transition sentence should end the paragraph.)
- Only used in an outline as the heading for each paragraph. (Incorrect. A topic sentence can be used as a heading in an outline, but it should not only be used in an outline.)
- The first sentence of the paragraph that signals its purpose. (Correct. The topic sentence should always be the first sentence of a paragraph and show the main point of the paragraph.)
A: The first sentence of the paragraph that signals its purpose.

Q: Joe is working on a persuasive essay arguing that his city should create a Street Response Team to respond to nonviolent, non-emergency 911 calls instead of police units. Read and evaluate the paragraph below:

In cities with designated Street Response units, very few 911 calls routed to the Street Response teams resulted in arrests or trips to the emergency room. For people experiencing a mental health crisis, the emergency room can be a very upsetting and triggering place, and long waits in the emergency room can actually make a bad situation worse. There are a few things that hospitals could do to make emergency rooms safer and more comforting to people in mental health crisis. I went to the emergency room once when I broke my foot, and it was a scary and confusing place to be even for me, and I wasn't having a psychiatric emergency. Of course, the best thing would be if fewer people in crisis ended up in the emergency room to begin with.

How would you evaluate this paragraph's coherence?
- It is not coherent, since it doesn't back up its claims about emergency rooms and mental health with evidence. (Incorrect. While it's true that these claims need to be backed up with evidence, this isn't what makes it incoherent.)
- It is coherent, because each sentence flows logically into the next one. (Incorrect. For a paragraph to be coherent, all the sente nces in the paragraph need to share the same topic.)
- It is coherent, because it makes a powerful point about how the health system isn't really built for psychiatric emergencies. (Incorrect. The question of coherence is about the relationship between the sentences in the paragraph, not the merits of a given argument in the paragraph.)
- It is not coherent, since it contains several ideas unrelated to the opening topic sentence. (Correct. A coherent paragraph would follow the lead of the opening sentence and provide backing for the claim that cities with Street Response teams had fewer arrests or trips to the ER.)
A: It is not coherent, since it contains several ideas unrelated to the opening topic sentence.

Q: What can you do as part of a reverse outline in order to ensure a coherent flow of ideas?
- Start with a finished essay and then turn that into a minimal outline. (Incorrect. You can review a finished essay for coherence, but reverse outlining does not require you to turn an essay into an outline.)
- Start from the conclusion and work your way up to the introduction in outline form. (Incorrect. Though this may help break up the essay to find errors, this is not the structure of a reverse outline.)
- Go through each point and turn it into a specific and full paragraph from introduction to conclusion. (Incorrect. Turning each paragraph of an outline into essay form is how an essay should be written, but it is not a part of the reverse outline process.)
- Summarize each paragraph, ensure each point supports the thesis, and review the flow of ideas. (Correct. As part of a reverse outline, you should understand the main idea of each paragraph, ensure no redundant or extraneous information is included, and review the flow of information.)
A: Summarize each paragraph, ensure each point supports the thesis, and review the flow of ideas.

Q: All of the following are questions that could help ensure coherent paragraphs except:
- How does each sentence connect to each other and the topic sentence? (Incorrect. You should break down every sentence to make sure that each one has a specific connection to the topic sentence/main point of the paragraph.)
- Do any sentences disrupt the flow of the story being told? (Incorrect. If a sentence disrupts the flow of the story or makes a reader stop because it doesn’t fit in, it is disrupting the coherence of the essay.)
- Does this paragraph answer most questions that the reader might have? (Incorrect. Though you may not be able to answer all questions a reader has, you don’t want them finishing a paragraph and asking questions. Be sure each paragraph explains thoroughly.)
- Is there enough outside evidence to support the paragraph topic? (Correct. Not all essays will require outside information, and if you use too much outside information, you may lose credibility. Outside evidence will not pertain to staying on track.)
A: Is there enough outside evidence to support the paragraph topic?

Q: What should you do if you realize that one of your paragraphs does not relate to the thesis statement?
- Change your thesis statement to include the paragraph. (Incorrect. Though this could be an option, it’s not something you want to make a habit of. If the paragraph does not fit in with the overall point of the essay, it’s best to revise the paragraph itself.)
- Keep it, but make your other paragraphs stronger. (Incorrect. You should never keep a paragraph that will detract from the main point and perhaps weaken your argument or overall goal.)
- Put it at the beginning, so the stronger points end the paper. (Incorrect. While it is suggested to start with your weakest point and end with your strongest, if your paragraph does not fit in, it needs to be revised or deleted, not just repositioned.)
- Revise it so that it does relate or delete it if you cannot revise it. (Correct. Paragraphs that do not relate to the thesis should be revised or deleted for coherence.)
A: Revise it so that it does relate or delete it if you cannot revise it.

Q: In order to revise for unity at the paragraph level, you should review for all of the following ideas, except:
- Make sure the subjects of the sentences are related. (Incorrect. Each sentence should be related. Any sentence that does not pertain to the main point is distracting and needs to be revised or deleted.)
- Confirm that sentences share common topics or ideas. (Incorrect. Every sentence in a paragraph should provide unity by staying on the same topic.)
- Be able to identify the main point that the sentences make together. (Incorrect. If the sentences do not make a central point, there needs to be revision. You should be able to see a main point from the sentences as a whole.)
- Review the topic and concluding sentence to ensure they mirror each other. (Correct. The topic and concluding sentence should set the tone and main points, but it is imperative to review all sentences, not just the first and last.)
A: Review the topic and concluding sentence to ensure they mirror each other.

Q: Which of the following items lists the elements necessary to create paragraph coherence?
- Topic sentence, evidence, substantial research, and a concluding sentence. (Incorrect. You do need a topic sentence, evidence, and a concluding sentence, but substantial research does not create coherent sentences.)
- Logical progression of ideas, evidence/research, and a transition sentence. (Incorrect. Logical progression, evidence, and a transition or concluding sentence are all needed, but a topic sentence must be present as well.)
- Evidence/research, logical flow of sentences, and a concluding sentence (Incorrect. Evidence, logical flow of sentences, and a concluding or a transition sentence are all requirements, but you need a topic sentence as well.)
- Topic sentence, logical organization, evidence, and a concluding sentence. (Correct. For a coherent paragraph, there should be a topic sentence, logical progression of ideas, evidence to support those ideas, and a concluding sentence.)
A: Topic sentence, logical organization, evidence, and a concluding sentence.

Q: Read the following paragraph. Using the ADVICE framework (Announce, Develop, Validate & Interpret, Conclude & Extend), is this paragraph coherent?

A variety of support networks are in place for community gardeners, including an International Year of Organic Gardening and the establishment of a national program of Community Supported Agriculture (CSA) in the United States. City farms are common in Europe and North America, but they are also being established elsewhere, such as in South Africa, Brazil, and Asia. Urban farms can help prevent food insecurity in cities. A study of Cleveland demonstrated that the city could actually grow all of its own produce with urban gardens and save $115 million annually. One in six Cleveland households struggle to afford food. One in four is food insecure. Food pantries are at capacity and rely on donations.
- No, there is no concluding/transitional sentence. (Incorrect. It's true that there's no concluding sentence, but that's not the biggest problem with the paragraph.)
- Yes, the paragraph tells the topic in the first sentence, and provides evidence for that point. (Incorrect. The paragraph covers several different topics.)
- Yes, the paragraph has a topic sentence, evidence, logical progression, and a conclusion. (Incorrect. The paragraph covers several different topics and bounces around too much to be coherent.)
- No, there is no topic sentence, and the body sentences do not develop the argument. (Correct. This paragraph bounces around a lot, and there's no real topic sentence.)
A: No, there is no topic sentence, and the body sentences do not develop the argument.

Q: When writing an essay, what two factors should you consider to help make your writing more clear?
- Research and style guide (Incorrect. While these might be a requirement, they will not make your writing more clear)
- Page length and topic (Incorrect. While these might be a requirement, they will not make your writing more clear)
- Organization and tone (Incorrect. These will not make your writing more clear and are part of the revising process)
- Audience and purpose (Correct. Establishing these early in your writing process will allow you to focus your research writing towards them)
A: Audience and purpose

Q: Which of the following is not true of clear writing?
- Clear writing contains specific information which is relevant to the reader. (Incorrect. Remember, we're looking for the characteristic that is NOT true of clear writing.)
- Clear writing keeps to plain language principles. (Incorrect. Remember, we're looking for the characteristic that is NOT true of clear writing.)
- Clear writing is logically arranged and easy to follow. (Incorrect. Remember, we're looking for the characteristic that is NOT true of clear writing.)
- Clear writing rarely uses adjectives. (Correct. While it is true that cluttered writing sometimes overuses adjectives, it's not true that clear writing rarely uses them.)
A: Clear writing rarely uses adjectives.

Q: Which of the following is the best way to ensure that your writing is as clear as possible?
- Start by defining any words that might trip up your reader. (Incorrect. This can be helpful in some situations, but it's not the most important consideration for clear writing.)
- Make sure to replace verbs with nouns as often as you can. Nouns are much easier to understand. (Incorrect. If anything, the opposite is true: Nominalizations can make texts very unclear.)
- Make sure to keep all sentences under 9 words. That's the U9 rule. (Incorrect. There is no U9 rule. Long sentences can sometimes be difficult to track, but clarity doesn't always correlate to the length of sentences.)
- Start by considering WHO will be reading it and WHY you're writing. (Correct. Since clear writing is writing that communicates, it's important to consider whom you're trying to reach and what you're trying to say.)
A: Start by considering WHO will be reading it and WHY you're writing.

Q: There are a few paragraphs in your essay that your peers mention are confusing or not clear. What might you look for to add clarity to these paragraphs?
- Define all terms (Incorrect. Defining terms only clarifies words, not whole paragraphs)
- Reorganize paragraphs in the essay (Incorrect. Reorganizing paragraphs will not clarify information within paragraphs)
- Add in more details (Incorrect. More details will not assist in the clarity of the sentences)
- Recognize main subjects and verbs within each paragraph and focus on how they are organized within sentences (Correct. This strategy can help to add clarity to unclear paragraphs)
A: Recognize main subjects and verbs within each paragraph and focus on how they are organized within sentences

Q: Which elements of storytelling can help us with writing our essays?
- Write for suspense to keep audience motivated to the end (Incorrect. Academic research writing does not need suspense.)
- Write for a more general audience (Incorrect. The audience you write for will depend on the writing task and chosen topic.)
- Make sure to cover all the details of the research topic (Incorrect. Overly detailed writing can actually take focus away from the topic. Details should enhance our understanding of the topic.)
- Paying attention to characters and action: Who, What, and How (Correct. Focusing on key information will add clarity to sentences.)
A: Paying attention to characters and action: Who, What, and How

Q: If we think about each sentence or our writing as telling a story, which part of the sentence is the main character of the story?
- The grammatical object. The thing the sentence is focused on. (Incorrect. Objects are important, but they're not the main character here.)
- The verb. The action around which everything revolves. (Incorrect. The verb is the action, not the main character.)
- The first word of the sentence. If the first word of the sentence is strong, the whole sentence will work. (Incorrect. The first word of the sentence isn't necessarily the most important word.)
- The grammatical subject. The person or thing performing the action of the sentence. (Correct. We look for the subject of the sentence as the main character in our story.)
A: The grammatical subject. The person or thing performing the action of the sentence.

Q: Nominalizations are verbs or adjectives that have been turned into abstract nouns. How can editing or avoiding nominalizations make for clearer sentences?
- By avoiding nominalizations, we also avoid words readers may not understand. (Incorrect. Some nominalizations are tricky, but others aren't hard to understand.)
- Avoiding nominalizations makes it easier to refer each sentence to the main research topic. (Incorrect. This doesn't follow.)
- Avoiding nominalizations helps us to avoid run-on sentences. (Incorrect. Run-on sentence are more an issue with punctuation, not nominalizations)
- By avoiding nominalizations, we can often use a simpler subject/verb structure. (Correct. The creation of nominalizations can be unclear sentences. (See what we did there? Isn't it clearer to write: "Nominalizations can create unclear sentences?"))
A: By avoiding nominalizations, we can often use a simpler subject/verb structure.

Q: Often, we can make sentences clearer by avoiding nominalizations, which are verbs or adjectives that have been turned into abstract nouns. In the following sentence, what is the nominalization to be revised? "The approval for the twelve researchers to conduct studies on rising sea levels due to melting glaciers was given by the committee today."
- Twelve researchers (Incorrect. This is not a nominalization)
- Committee (Incorrect. This is not a nominalization but can be edited as the main subject)
- Rising sea levels (Incorrect. This is not a nominalization)
- Approval (Correct. Approval would be changed to the verb “approve”)
A: Approval

Q: Often, we can make sentences clearer by avoiding nominalizations, which are verbs or adjectives that have been turned into abstract nouns. In the following sentence, what is the nominalization to be revised? "Our request is that you leave packages in the lobby."
- Packages (Incorrect. This is a noun, but not a nominalization.)
- Leave (Incorrect. This is a verb, not a nominalization.)
- Lobby (Incorrect. This is a noun, but not a nominalization.)
- Request (Correct. It would be clearer to write "We request that you...:")
A: Request

Q: Which of the following choices shows an instance where an instructor has provided coaching feedback?
- “I appreciate you writing this paper! I found your thesis, but it needs work. Don’t forget: Papers are due on Friday.” (Incorrect. This instructor might have continued the feedback by telling us what the potential thesis was, and how it needs work. Then, this feedback would have had a coaching element.)
- “Well, at least you submitted it by the deadline!” (Incorrect. This feedback is not coaching feedback. Meeting a deadline is a good thing, but the beginning of the feedback makes the content sound demeaning. The instructor could have improved the feedback by offering specific and measurable items to try out next time.)
- “Your paper didn’t meet the requirements. Please try again.” (Incorrect. This feedback is too vague. The instructor needed more content development to help the student see how the paper didn’t meet the requirements and what can be done a second try.)
- “You could strengthen your paper by adding topic sentences. Topic sentences help readers to see what’s ahead in the paragraph. In Paragraph 2, your paragraph starts like…, but instead, you might start by writing…” (Correct. This feedback is constructive, and it provides specific ideas that can help the student; thus, it is coaching feedback. Great work!)
A: “You could strengthen your paper by adding topic sentences. Topic sentences help readers to see what’s ahead in the paragraph. In Paragraph 2, your paragraph starts like…, but instead, you might start by writing…”

Q: William wrote a paper, but it was rushed and his peer evaluator could tell. Which of the following tasks should the peer evaluator do to help William strengthen his paper? Choose the best answer.
- The peer evaluator should provide coaching where possible, and use the rubric provided to evaluate William’s text. The evaluator should not consider praising William because he didn’t do anything that met the expectations of the rubric since he was rushed. (Incorrect. This answer is not the best answer. While peer evaluators can benefit from coaching and using rubrics, having a mindset that does not even consider praise could be harmful in the feedback process.)
- The peer evaluator should mark where William’s paper fell flat. There would be no need for comments because William should know what he did wrong. (Incorrect. Telling where a paper fits on the rubric is not the best answer here. Rubric markings alone might not be specific enough to help William, when compared to the rest of these choices.)
- The peer evaluator should take pity on William since he had a busy week and just offer praise to help him see that his paper has potential. (Incorrect. While showing William that the paper has worth could help, doing only this task wouldn’t help William to know where to go next. This choice is not the best answer.)
- Provide all three types of feedback. The peer evaluator could praise what William did well to set the scene, provide coaching advice where necessary, and evaluate the content per the rubric, helping William to see next steps. (Correct. Out of these answers, this choice is the best. It shows William tha this paper has strengths even though it was rushed, but yet it points out some places to improve in a constructive manner while following the rubric.)
A: Provide all three types of feedback. The peer evaluator could praise what William did well to set the scene, provide coaching advice where necessary, and evaluate the content per the rubric, helping William to see next steps.

Q: Lily has been assigned to give King evaluative feedback. Which choice shows an example of what Lily could say and one purpose as to why Lily could strong evaluation feedback?
- Lily should pen “I enjoyed your paper! I know you can finish strong!” This example would show King that Lily liked the paper and had faith that the finish line was in sight. (Incorrect. This choice describes a praise-only feedback example. Try again.)
- Lily could write “Well, I wouldn’t have done that. I think you should follow the instructions.” This example could help King to see that there are changes that need to be made. (Incorrect. This example does not provide any specific measures that King could follow. Try again: What evaluative content could Lily have used?)
- Lily might say “You met all the rubric requirements. Great job! I don’t know what else you could do.” This example would help King to see that the rubric areas were complete. (Incorrect. Lily hasn’t offered any evaluative feedback here, only praise. Instead, Lily might continue to write by saying something like, “I don’t know what else you could do, but maybe try…. because…”)
- Lily could start with “You might focus your time on this rubric criterion because…” This example would help King to see a specific focus area. (Correct. Lily’s comment starter here would help King to see a specific area, based on an evaluation tool (the rubric) that could help to improve the paper.)
A: Lily could start with “You might focus your time on this rubric criterion because…” This example would help King to see a specific focus area.

Q: Out of the following four options, which one is the WORST choice for incorporating peer review into the revising process?
- Asking someone to start peer reviewing early. After all, it would make you worry for longer about the process. (Incorrect. This option is not the worst. There’s a good solution; you could check in on the peer reviewer, or you could know that the peer reviewer had ample time to provide you with specific feedback.)
- Asking someone to write down their thoughts on the paper. Written thoughts can be helpful as you’ll be able to read through each one and not worry about remembering them. (Incorrect. This option is a great option, so it’s not the worst answer. Having written feedback will help the writer in the revising process.)
- Asking someone to list the answers to specific questions out loud. But, maybe this idea won’t work well since your feedback won’t be automatically saved. (Incorrect. There’s an easy solution to this one; use a recording device, or take notes. Even if you can’t remember everything your peer reviewer says aloud, you’ll still likely remember a few tasks. Therefore, this answer isn’t the worst one, especially since it includes asking the peer reviewer to answer a list of focused questions.)
- Asking someone to read through your paper and provide notes. But, you won’t provide the peer review with any guidance because the reviewer should have autonomy. (Correct. This answer is the worst. Where possible, be sure to provide your reviewer with some direction to help you receive focused and specific feedback in the peer review process.)
A: Asking someone to read through your paper and provide notes. But, you won’t provide the peer review with any guidance because the reviewer should have autonomy.

Q: Brendan feels confident about the organization of his paper, but doesn’t know if he used enough quotes to support his thesis. Which of the following tasks should he complete as a strategy in the peer review process?
- He should ask his peer to focus on the organization, to remind him where he did well. (Incorrect. Peer reviewers can better help their peers when they focus on areas where the writer questions their work.)
- He should tell his peer that he’s just grateful for the help, and assume that they will pick up on any evidence that the paper is lacking. (Incorrect. This option would be risky for Brendan. It would be better if Brendan gave the peer reviewer some direction.)
- He should give his peer the rubric without any guidance and see if their scoring identifies that his paper lacks support. (Incorrect. This option may not work out for Brendan. If the peer reviewer didn’t mark any concerns with the support, Brendan may still be left wondering if he did enough, or perhaps the rubric was multi-faceted or even vague and the peer reviewer didn’t consider support as one of the content development items.)
- He should ask his peer where he might add evidence. (Correct. By asking where he might add evidence, Brendan is setting up the peer reviewer to help him succeed. Even if the peer reviewer doesn’t feel that the paper needs more support, Brendan will feel assured that he provided enough quotes for his readers.)
A: He should ask his peer where he might add evidence.

Q: Which of the following feedback comments is constructive and an effective result from peer reviewing?
- Your paper doesn’t meet the requirements because you have forgotten the thesis statement. If you read the instructions, you’ll see that you need a thesis statement. Ask a partner for help. (Incorrect. Yikes! This feedback sounds a little harsh. Instead, this reviewer might have noted where the thesis could go, and suggested a potential way to write a thesis or suggested a resource (page number, etc.) to use for writing the thesis.)
- You need more information in your paper. If you read more sources, you’ll be able to find more content development to add to your essay. (Incorrect. This comment doesn’t tell the reader where they need more information. It also has a bit of a negative tone due to the second-person pronoun “You need more” phrase and assumption that the writer perhaps didn’t read enough sources.)
- I was confused by some of your sentences. I mean, I was really confused. I’ve used tutoring before, and they can help you. (Incorrect. This content actually would be helpful if the reviewer had told us which sentences were confusing and (if possible) why those sentences were confusing (e.g. poor sentence structure).)
- Great thesis! I enjoyed how you referred back to it in each of your topic sentences, especially since I could see the same keywords in the topic sentence as in the thesis. Try using these as a model for your concluding sentences. (Correct. It’s not the positive nature of this feedback (even though that does help the tone), but rather the specificity of the feedback that makes it constructive. This feedback helps to show the reader that the thesis and topic sentences were effective but that the concluding sentences need to be addressed.)
A: Great thesis! I enjoyed how you referred back to it in each of your topic sentences, especially since I could see the same keywords in the topic sentence as in the thesis. Try using these as a model for your concluding sentences.

Q: Alice wrote the following on her peer review worksheet: “Your paper is too long,” but her teacher said that the comment was vague and lacks direction. Which of the following could Alice say instead, to provide more constructive feedback that connects to Gardner’s SPARK strategy?
- Your paper is too long. Our teacher specifically told us that we can’t write more than five pages. You wrote seven. You need less information. (Incorrect. While Alice had a good start by telling her peer that the teacher’s instructions wanted a shorter paper, the tone of this feedback is not “kind,” which is the “K” in SPARK.)
- Most of your paragraphs are too long. If you shorten them, you will be able to meet the page requirement. (Incorrect. While this content is more specific than the original, it is still vague and lacks direction. Alice should tell her peer which paragraphs are too long, and provide a reference as to why the whole paper doesn’t meet the page requirement.)
- The assignment says to write five pages, maximum, but you didn’t do that. You need to fix this concept, and I think you can do that by revisiting the lectures. (Incorrect. Yikes! This feedback sounds a little harsh. It doesn’t reference any rules, it’s not prescriptive, and the tone makes it less appealing.)
- Your paper is too long. The assignment’s rubric mentions the paper should be no more than five pages. Right now, you have seven pages. I would recommend cutting out some of the background information and getting straight to the point. See my comments in blue below to get started. (Correct. Here, Alice has provided referenced feedback that has direction. Alice’s peer will be able to identify what to do next and benefit from this peer review question.)
A: Your paper is too long. The assignment’s rubric mentions the paper should be no more than five pages. Right now, you have seven pages. I would recommend cutting out some of the background information and getting straight to the point. See my comments in blue below to get started.

Q: Some students feel they need to limit their comments because they are not the grader or the instructor. However, it’s important to remember that peer reviews can be ...
- optional because you don’t have to do your homework. (Incorrect. While it’s technically true that you don’t have to do your homework, this answer isn’t the best answer here. Plus, doing your homework is recommended to help you score higher in a course!)
- vague because you don’t need to spend too much time completing them. (Incorrect. While it’s likely not required to spend too much time completing a peer review, you should give it a fair chance, and be prescriptive, too, (rather than vague) so that your peer has a good idea of what to do next.)
- anonymous because they are often hard to hear (Incorrect. It’s true that peer reviews can sometimes be anonymous. However, they shouldn’t be hard to hear. If you provide direction in a kind manner, you can help the reader, and make it easy for them to want to consider feedback.)
- valuable because as a reader, your views are important. (Correct. It’s helpful for a peer to know how an audience member (a reader) sees the piece. Thus, you shouldn’t overlook the peer review process as a student; it’s a great method to provide constructive feedback, and you might even learn a tip or two about writing along the way.)
A: valuable because as a reader, your views are important.

Q: Which of the following is NOT a strategy for proofreading?
- Take a break (Incorrect. This is an effective way to step away from your work and come back with a fresh look to proofread.)
- Reverse reading (Incorrect. Switching the order of reading is an effective proofreading strategy.)
- Read aloud (Incorrect. Reading aloud helps the writer slow down and listen, which then can help the writer find proofreading errors.)
- Mind-mapping (Correct. This is a prewriting strategy, but not one for proofreading.)
A: Mind-mapping

Q: Tony has finished writing his essay and is ready to proofread. He wants to wait until tomorrow to start this step. Which proofreading strategy is he using?
- Being lazy (Incorrect. Giving an extra day or two before proofreading and submitting the essay is a good strategy to come back with fresh eyes.)
- Reading aloud (Incorrect. This proofreading strategy doesn’t relate to the time between drafting and proofreading.)
- Reverse reading (Incorrect. This proofreading strategy relates to the order of reading, but not to the time between drafting and proofreading.)
- Taking a break (Correct. Giving a day or two between drafting and proofreading is a good way to look at the essay with fresh eyes.)
A: Taking a break

Q: Why is reading aloud an effective strategy for proofreading your final draft?
- Reading aloud is not an effective strategy for proofreading. (Incorrect. This is a good strategy that can slow your reading down and help you find errors.)
- It allows you to read quickly so you can complete this step in a timely manner. (Incorrect. Reading aloud actually slows down your reading so you can listen for errors.)
- It can help your mind to fill in the gaps. (Incorrect. This is usually what happens when you read to yourself -- reading aloud points out missing words.)
- It can help you hear potential sentence structure issues. (Correct. As you read aloud, you might pause or stumble over some sentences, which can alert you to finding missing words or changing the structure of the sentence.)
A: It can help you hear potential sentence structure issues.

Q: What is the word-level error in this sentence?

She made her way to the front to except her award.
- Capitalization (Incorrect. There are no capitalization errors in this sentence.)
- Misspelling (Incorrect. All words are spelled correctly in this sentence.)
- Pronoun misuse (Incorrect. The pronouns in this sentence are used correctly.)
- Wrong word (Correct. The word “accept” should be used instead of “except.”)
A: Wrong word

Q: What is the sentence-level error in this sentence?

The team of football players arrive at the game early.
- Sentence fragment (Incorrect. This sentence is complete with a subject and a predicate.)
- Run-on sentence (Incorrect. This sentence is a complete sentence with no run-on errors.)
- Pronoun agreement (Incorrect. There are no pronoun errors in this sentence.)
- Subject-verb agreement (Correct. The subject is “team” so the correct verb is “arrive” since both are singular.)
A: Subject-verb agreement

Q: What is the error in this sentence?

I always stop by the gas station after picking up my groceries so I won’t run of gas during the week.
- Incorrect documentation (Incorrect. This sentence doesn’t require documentation if the material is your own.)
- Poorly integrated quote (Incorrect. No quotes are used for this sentence.)
- Run-on sentence (Incorrect. This sentence is correct; the word “so” is a subordinating conjunction that makes it complete.)
- Missing word (Correct. The word “out” is missing between “run” and “of” toward the end of the sentence.)
A: Missing word

Q: What is the punctuation error in this sentence?

For your information the road leading up to my house is closed on Mondays, Tuesdays, and Wednesdays.
- Missing comma in compound sentence (Incorrect. This isn’t a compound sentence.)
- Missing quotation marks (Incorrect. Quotation marks are used for quotes or dialogue, and neither are found in this sentence.)
- Apostrophe error (Incorrect. No apostrophes are needed in this sentence.)
- Missing comma after introductory element (Correct. A comma is needed after “For your information” in this sentence.)
A: Missing comma after introductory element

Q: Which punctuation mark needs to be added to this sentence?

We were planning to go over to Betsys place because she said that she has a large backyard.
- Comma (Incorrect. Commas are not required before the word “because.”)
- Hyphen (Incorrect. A hyphen isn’t needed anywhere in this sentence.)
- Quotation marks (Incorrect. Since the reference is just to what Betsy said and not her exact dialogue, quotation marks aren’t necessary.)
- Apostrophe (Correct. An apostrophe is needed in “Betsy’s” to show possession.)
A: Apostrophe

Q: Which punctuation mark needs to be eliminated from this sentence?

Yesterday, she went on a ten-mile bike ride after saying that “she was going to go straight home.”
- Hyphen (Incorrect. The hyphen is needed in “ten-mile” since both words describe the bike ride.)
- Period (Incorrect. The period is needed to end this complete sentence.)
- Comma (Incorrect. A comma is necessary because this sentence begins with an introductory word.)
- Quotation marks (Correct. Quotation marks are needed for exact dialogue, and this is just a reference to her comment.)
A: Quotation marks

Q: Which of the following should NOT be your very first attempt at proofreading?
- Spell Check (Incorrect. This is a good starting place for proofreading.)
- Grammar Check (Incorrect. The grammar check is a good place to start proofreading.)
- Text-to-Speech (Incorrect. Listening to the essay aloud to proofread is a good way to start proofreading.)
- Writing Center (Correct. Start by going through the assignment yourself or by using other electronic resources.)
A: Writing Center

Q: If you want to listen to your essay aloud to proofread, which of the following is the best option?
- Spell Check (Incorrect. This will catch spelling errors, but you won’t be able to listen to it read aloud.)
- Grammar Check (Incorrect. This will check grammar, but it won’t read the assignment aloud to you.)
- Voice dictation (Incorrect. This is the opposite of what you want -- this takes your speech and turns it into text.)
- Text-to-Speech (Correct. This resource allows you to listen to the assignment read aloud.)
A: Text-to-Speech

Q: How can those who work in the Writing Center help with proofreading tasks?
- Complete the essay for you. (Incorrect. This is NOT the job of those who work in the Writing Center!)
- They can outline the essay. (Incorrect. It is true that they can help you outline the essay, but this is not a proofreading task.)
- They will brainstorm ideas to come up with a topic. (Incorrect. It is true that they can brainstorm with you, but this doesn’t relate to proofreading.)
- Offer help in creating the most polished final version of your paper. (Correct. Those who work in the Writing Center can use proofreading strategies and give some suggestions for revision.)
A: Offer help in creating the most polished final version of your paper.