As a relief/substitute teacher, you see many great ideas created by teachers. Here is one such idea. Items one to nine, below, were on a poster with the title, \"Writing Checklist\" in a Year Three class classroom. What follows each item in the checklist below is what I would explain to my class about each item. (I have reorganised the original checklist into ideas I feel fit together, e.g. presentation). Have I read my writing? Does my writing have all the ideas I wanted to include? Does my writing make sense? Is the story in the right sequence? Are there any confusing words or phrases? Have I left out any words? You can leave out \'little\' words because your mind works faster than you can write. The next four deal with the presentation, particularly punctuation. Do my sentences begin with a capital letter and end with a full stop?
Are there \'talking marks\' around words that people say? When I read my writing, do I have a comma or a full stop when I pause? Is it neatly written? The next two deal with helping to make the reading of your writing more interesting and meaningful. Do I have sentences that begin with \'And\', \'Then\' or \'But\'? These words did not improve your writing. Do I have interesting sentence beginnings? Have you used phrases containing adjectives and adverbs to help add interest to your writing?