Gentle Writing Advice… :Academic Writing Do’s & Don’ts Gentle Writing Advice…


CDo: :CDo: Apply the following rules to your writing…


CDo: Use active voice: :CDo: Use active voice: Use active, not passive voice: Yes! Inmates led the mob. No! (passive) The mob was lead by inmates.


CDo: Write concise sentences :CDo: Write concise sentences Avoid the verb “to be” (is, are, was, were) No He was upset. Yes He frowned and looked down.


CDo: Write concise sentences :CDo: Write concise sentences Avoid excessive prepositions (of, to, from, by…) No The offices on the 5th floor of our building were in a dangerous position for collapsing. Yes Our building’s 5th floor offices faced potential collapse.


CDo: Vary your sentence length :CDo: Vary your sentence length Give your audience occasional breaks from long sentences—use short sentences to emphasize important ideas. Long long long long long long long long long long long long long; long, long long long long. Short short short short. Long long long long long long long long long long long long.


CDo: Follow all assignment guidelines :CDo: Follow all assignment guidelines Regardless of the class or subject, instructors expect students to follow all assignment guidelines.


CDo: Write an eye-catching introduction and interesting conclusion :CDo: Write an eye-catching introduction and interesting conclusion An introduction is an opportunity to make a positive first impression—a strong introduction can make up for weaknesses in the body.


CDo: Write an eye-catching introduction and interesting conclusion :CDo: Write an eye-catching introduction and interesting conclusion Remember that the conclusion is the writer’s last chance to influence the audience’s evaluation of his/her ideas—your instructor determines your grade soon after reading your conclusion.


CDo: Include a thesis that reflects your opinion :CDo: Include a thesis that reflects your opinion Academic writing is about the writer’s ability to demonstrate thinking—instructors expect your thesis to reflect your own ideas.


CDo: Include a thesis that reflects your opinion :CDo: Include a thesis that reflects your opinion Unless your instructor asks for facts only, you should strive to present your original ideas about the assigned topic.


CDo: Use transitions between paragraphs :CDo: Use transitions between paragraphs Transitions provide the stepping stones your readers need to follow your thinking path. Without transitions, your paragraphs will jump from one idea to the next, forcing your readers to guess how the ideas relate.


CDo: Provide examples to support any opinions expressed :CDo: Provide examples to support any opinions expressed If you say, “Parents today do not discipline their children enough,” your readers expect you to show them what you mean with some examples.


CDo: Provide examples to support any opinions expressed :CDo: Provide examples to support any opinions expressed Imagine that you are defending your opinion in a courtroom—what evidence will you provide to win your case?


CDo: Use concrete, vivid descriptions :CDo: Use concrete, vivid descriptions The pigsty example…


CDo: Use concrete, vivid descriptions :CDo: Use concrete, vivid descriptions Imagine someone saying, “Wow, your place is a real pigsty!”


CDo: Use concrete, vivid descriptions :CDo: Use concrete, vivid descriptions Pigsty? What does that mean?


CDo: Use concrete, vivid descriptions :CDo: Use concrete, vivid descriptions Clutter-covered furniture = pigsty? Dirty clothes piled everywhere = pigsty? Moldy dishes in the sink & bathtub = pigsty? Food ground into the carpet = pigsty? An overflowing cat litter box = pigsty? All of the above = pigsty?


CDo: Use concrete, vivid descriptions :POINT: People have different concepts of what a “pigsty” is. When writing, merely saying, “The room was a pigsty” is not enough to convince your audience that you do indeed have a true pigsty on your hands. CDo: Use concrete, vivid descriptions


CDo: Use concrete, vivid descriptions :CDo: Use concrete, vivid descriptions Providing concrete details about the room allows your audience to determine your level of tolerance for mess and make a stronger connection with you and your ideas.


CDo: Use concrete, vivid descriptions :FACT: Not all pigsties are created equal. Pigsty = the room had not been vacuumed or dusted in a week. Pigsty = 3 rumpled outfits on the bed and a spilled make-up bag on the dresser Pigsty = sweat-stained laundry strewn over most of the floor. The air was thick with body odor and Lysol. Pigsty = lumpy piles of clothes and textbooks colorfully blanketed by construction paper scraps and spilled glitter. The bed served as a foundation for a pyramid of discarded soda and beer cans. Pigsty = ten years of brittle, yellowed papers piled on the floor, with some being used as makeshift tables for stacks of moldy fried chicken bones. The furniture danced with insects, and each drawer smiled open through a beard of dust. CDo: Use concrete, vivid descriptions


CDo: Use college level vocabulary :CDo: Use college level vocabulary A student recently submitted an essay that stated, “The whole house smelled like pee.” Pee??? Isn’t there a more sophisticated word? (Obviously “urine” is the college-level equivalent.)


CDo: Use college level vocabulary :CDo: Use college level vocabulary College-level vocabulary does not mean HUGE, unfamiliar words—college level vocabulary simply demonstrates a bit more thought about word choice.


CDo: Make the topic appealing to the audience :CDo: Make the topic appealing to the audience If the paper is not interesting to you, then it will not be interesting to your audience. ANY topic can be interesting, thought-provoking, or even humorous if approached correctly.


CDo: Make the topic appealing to the audience :CDo: Make the topic appealing to the audience Comedians provide excellent examples of how mundane topics can be made appealing to an audience…anticipate your audience’s reactions to each section of your essay.


CDo: Proofread your work for errors :CDo: Proofread your work for errors Excessive errors can hinder your communication of ideas. Run spell-check to catch typographical errors. Poor grammar will hurt your grade in most classes. Did you spot the errors right away? 


D Do not: :D Do not: Be sure to avoid the following in your academic writing.


DDo not: Use clichés :DDo not: Use clichés Don’t judge a book by its cover Last but not least Everything happens for a reason Sick as a dog Sweet as honey Old as the hills Dead as a doornail


DDo not: Make announcements to the reader :DDo not: Make announcements to the reader NO“In this essay I will…” NO“My thesis is…” NO“By the end of this essay, I will prove…”


DDo not: Address the reader :DDo not: Address the reader “Have you ever…” “As you can see…” “If you work hard…” “You should have figured out by now that…”


DDo not: State the obvious :“Men and women are different” “Many children are born each year” “Some decisions can be difficult to make” “Everyone has felt angry sometime” “Cars provide transportation for many people…” DDo not: State the obvious


DDo not: Use Expletive Fillers :Expletive Means “Filler” Expletive Filler = There are or There were There is or There was This is or This was It is or It was Do not rely upon these weak fillers to begin your sentences. DDo not: Use Expletive Fillers


DDo not: Use Expletive Fillers :DDo not: Use Expletive Fillers No There are several cultures among the residents of our small town. Yes Residents of our small town come from several cultures. No It is necessary for employees to lock their desks. Yes Employees must lock their desks.


DDo not: Use Extra Words :More is not better Goal = more ideas, fewer words a friend of mine = my friend Due to the fact that = Because at this point in time = now in order to = to DDo not: Use Extra Words


DDo not: Use Extra Words :DDo not: Use Extra Words blue in color = blue the question as to whether = whether this day and age = today has the ability = can; is able


DDo not: Use Extra Words :DDo not: Use Extra Words put forth an effort = try is of the opinion that = thinks/believes in spite of the fact that = although during the time that = while


DDo Not: Say “I think” or “I feel” or “in my opinion” :If your name is on the paper, your reader knows that any opinions expressed in it are yours. No need to say I think iguanas make the best pets. Just say Iguanas make the best pets. DDo Not: Say “I think” or “I feel” or “in my opinion”


DDo not: Use 5th grade words :AVOID THE FOLLOWING: thing (use a noun/say what you mean) get/got (received, arrived, became) DDo not: Use 5th grade words


DDo not: Use 5th grade words :DDo not: Use 5th grade words alot (a lot) till (until) hard (difficult, frustrating…)


DDo not: Use 5th grade words :DDo not: Use 5th grade words stuff (be specific) bug (annoy or insect) mad (angry)


DDo not: Give advice to the reader :You are not Barney (and we’re glad!). Your essays should not address the readers and tell them what to do, how to act/think DDo not: Give advice to the reader “Now boys and girls, always remember: Buckle-buckle in the car and you will be a safety star!”


DDo not: Give advice to the reader :DDo not: Give advice to the reader Your readers are interested in your thinking/experience— allow readers to decide what to do with the information you provided An academic essay should never give cute advice to the reader or present “the moral of the story”


DDo not: Use “they” for every pronoun :No Each player will find out if they made the team. Yes Each player will find out if he/she made the team. Yes All players will find out if they made the team. DDo not: Use “they” for every pronoun


DDo not: Use “they” for every pronoun :DDo not: Use “they” for every pronoun No Every student must have their books in class. Yes Every student must have his/her books in class. Yes All students must have their books in class.


DDo not: “Quote” your own Title :Books may have titles in bold--or gold—letters, but no book will have its own title “Quoted” or Underlined… DDo not: “Quote” your own Title Of Mice and Men


DDo not: “Quote” your own Title :DDo not: “Quote” your own Title Reserve “quoted titles” and underlined titles for when you discuss what others have written As an essay’s author, you should not include “quotation marks” or underlining when you write the title of your essay


And finally, avoid the worst opening line ever written… :And finally, avoid the worst opening line ever written… (unless your goal is to present yourself as a dull, unsophisticated writer…)


This one line will destroy any hope for impressing a college professor with your essay… :This one line will destroy any hope for impressing a college professor with your essay… It’s the KISS of DEATH for any essay…


Ready…? :Ready…? (I have to force my fingers to type these words...cringe…)


In today’s society, … :In today’s society, …


Or worse… :Or worse… “In today’s society, there are many reasons why…”


Remember to apply these Do’s & Don’ts to your academic writing :Remember to apply these Do’s & Don’ts to your academic writing Start today!


Slide 53:End of Presentation.