Creative Writing Checklists

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In the classroom

Student can evaluate a creative writing draft against a checklist covering paragraph count, character development, and story structure.
Student can proofread a draft for capitalization, sentence organization, punctuation, and spelling using the C.O.P.S. method.

Cut the single page into its four identical strips and hand one to each student or editing pair rather than photocopying a full page per student.
Introduce the C.O.P.S. acronym explicitly before first use, since the checklist assumes students already know what each letter checks for.

Peer and self-editing — students apply a yes/no checklist to check for paragraph count, character development, and story structure in a draft.
C.O.P.S. proofreading — students check their writing for capitalization, sentence organization (no run-ons or fragments), punctuation, and spelling.

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Curriculum

CCSS.W.4.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)
CCSS.L.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

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