“make this simple and easy for struggling learners using graphic organizers to revise and edit their narrative writing stories................. Narrative Writing Revising and Editing Sheet Student Name: ____________________________________________ Story Title: ______________________________________________ Date: ___________________ How to Use This Sheet Read your partner’s narrative. First, revise the ideas and writing choices. Then, edit for grammar, spelling, and mechanics. Check each box when you have reviewed that item. Make changes directly on the draft. Part 1: Revising for Content and Craft Plot Development ☐ Story has a clear beginning, middle, and end. ☐ Story has a central conflict or problem. ☐ The events build toward an important moment, or climax. ☐ The resolution solves the problem or shows what happens afterward. ☐ The events are in an order that makes sense. ☐ Details that help the reader understand what happened. ☐ Clarified any confusing parts ☐ Each event connects to the main story. Try it: In one sentence, describe the story’s main problem: Imagery and Descriptive Language ☐ Used sensory details about sight, sound, smell, taste, and touch. ☐ Readers can picture the setting. ☐ Readers can understand what the characters look like, feel, and do. ☐ Showed characters’ feelings through actions, thoughts, or expressions when possible. ☐ Used specific and vivid words. ☐ Replaced vague or overused words such as nice, good, and fun. ☐ Used strong verbs instead of relying on words such as went, said, or got. Example: Telling: Maya was scared. Showing: Maya’s hands trembled as she reached for the doorknob. A word or phrase I can make more vivid: Original: _______________________________________________________ Improved: ______________________________________________________ Dialogue ☐ Dialogue sounds natural and realistic. ☐ Each character has a distinct voice. ☐ Dialogue moves the story forward or reveals something about a character. ☐ Used dialogue tags effectively, such as said, asked, or replied. ☐ Used actions with dialogue when helpful. ☐ Started a new paragraph when the speaker changed. ☐ Used quotation marks correctly around spoken words. Example: “We should leave now,” Carlos whispered. He glanced toward the dark hallway. Check one line of dialogue in your story: Does it sound natural? ☐ Yes ☐ Not yet Does it reveal character or move the story forward? ☐ Yes ☐ Not yet Pacing ☐ Story moves at an appropriate speed. ☐ Slowed down important moments by adding details, thoughts, actions, or dialogue. ☐ Moved quickly through less important parts. ☐ No part of my story feels too rushed. ☐ No part of my story feels too slow. ☐ Opening hooks the reader. ☐ Ending gives the reader a sense of closure. The story’s most important moment is: One place you can slow down or add detail is: Part 2: Editing for Grammar, Spelling, and Mechanics Sentences ☐ Every sentence is complete and has a subject and a verb. ☐ Avoided sentence fragments. ☐ Avoided run-on sentences. ☐ Used a period, question mark, or exclamation point at the end of every sentence. ☐ Varied my sentence lengths. ☐ Used different types of sentences. ☐ Sentences begin in different ways. Example of sentence variety: The door creaked. After a long pause, the door creaked open. Did someone just open the door? Grammar ☐ Subjects and verbs agree. Example: The dog runs. / The dogs run. ☐ Verb tenses are consistent unless I have a clear reason to change them. ☐ Used pronouns correctly. ☐ It is clear what each pronoun refers to. Unclear: When Jordan talked to Alex, he was angry. Clear: When Jordan talked to Alex, Jordan was angry. ☐ Punctuation and Capitalization ☐ Capitalized the first word of every sentence. ☐ Capitalized proper nouns, including names, places, days, and months. ☐ Used commas correctly in dialogue. Example: “I’m ready,” said Lena. ☐ Placed quotation marks around spoken words. ☐ Used a new paragraph when the speaker changed. ☐ Used commas to separate items in a series. Example: The room was dusty, dark, and quiet. ☐ Used apostrophes correctly in contractions. cannot → can’t they are → they’re ☐ Used apostrophes correctly in possessives. the girl’s backpack the players’ uniforms ☐ Checked that punctuation is placed correctly with quotation marks. Spelling ☐ Checked that words were spelled correctly and fixed them. Final Check ☐ Read the story aloud to catch errors and awkward sentences. ☐ Read the story slowly, one sentence at a time. ☐ Checked that the story has a clear beginning, middle, and end. ☐ Checked that the story includes description, dialogue, and well-developed events. Writer’s Signature: ___________________________________________ Peer Reviewer’s Name: ____________”