Keys to College Level Writing

1. Keys to College Level Writing

2. Ability to employ a variety of kinds of resources: print, electronic, and human, in relative proportions appropriate to the student’s particular topic • How do the sources in your reading reports address this? • Do you have a varied list of sources? • Have you done enough research to provide your reader with background on your topic? • Are you giving your reader context?

3. Ability to put source material to the service of the argument rather than to offer up serial “book reports” restating what is already known • How can you use what you learned in your reading reports to reinforce your argument? • What are you creating that is original?

4. Ability to locate the most prominent experts and enough sources in order to demonstrate a real familiarity with “the lay of the land” • If someone in the field of your research were to read your paper, would they feel like you “knew your stuff.” • This is where your advisor’s/mentor’s help is invaluable!

5. Ability to state clearly and concisely a point of view/assertion of opinion that requires elaboration or is debatable • Can you “make your case?” • Are you being specific about what you claim? • Can you “back up” your claim with research? • In other words, HOW STRONG IS YOUR THESIS?

6. Ability to recognize, forecast and provide the logically necessary parts of the elaboration/ argument in a sequence the writer is consciously controlling • Outline! Outline! Outline! • What does the reader need to understand to fully understand your argument? • How can you define/clarify this information? • In what order should the information flow for maximum understanding? • See example in packet!!!!

7. Ability to define key terms and to maintain consistency in using these terms • What is your “working definition” of the key terms in your paper? • Are you using acronyms? Have you defined those acronyms?

8. Ability to employ formal/adult language in writing. Use of the 3rd person. • Using “I” makes you vulnerable to criticism because you are flagging the opinions as “yours.” • Support your assertions with references to experts (in-text citations). • Remember, citations aren’t just for quotes, but also for facts, figures, and ideas that you learned from someone else’s work.

9. Ability to enlist quotations and paraphrases of published scholarship/ criticism/analysis in order to elaborate key points and to lend authority and persuasiveness to their argument • Can you employ quotes, long and short in your paper without over-quoting? • Do you know how to use “block quotes” properly?

10. Ability to demonstrate scrupulous honesty about the sources of information, ideas, opinions, language borrowed from others • If you didn’t think of it, you need to cite it. • Ideas • Statistics • Quotes • Paraphrased material • Citing is a GOOD thing – it makes you look like you did a lot of research. • Relying too much on other people’s ideas is a bad thing – what did you do that was original?

11. Ability to conclude by making a convincing case for the importance of the argument/point of view • Restate your thesis/argument. • What were the major points of your argument and how did you defend them? • Can you sum them into one sentence each? • What final thought do you want the reader to have when you close the paper?

12. Ability to employ bibliographic form correctly (parenthetical citations and an attached bibliography) • Be consistent!!! • Reference style manuals – APA or MLA. • Cite in-text and in your bibliography. • Do you know how to cite “in-text” ? • Everything cited in text should be in your bibliography.