Writing Tips
For many years I have been helping students learn to write . Below I have provided some answers to students' FAQs (frequently asked questions).
Click on the topic where you need help or scroll through the answers to the writing process from beginning to end.
1. I don't understand the assignment? What should I do?
First, I would suggest that you contact your instructor. Set up an appointment outside of class and discuss your concerns with him/her. No one else can describe the instructor's expectations quite as effectively as the instructor! Be respectful but persistent. Continue to question until you have a CLEAR understanding of what is expected. This suggestion does not mean that you should continue questioning until you know exactly how you are going to meet this requirement. You are more than likely expected to spend some time thinking and planning and organizing your thoughts and information. Don't expect the instructor to do that part of the process for you~!
Second, if you still have problems, I would suggest that you visit either the Writing Lab (133 LH--that's my office) or the Writing Center (112 LH). Whichever assistance you seek, be sure to bring the written directions from your instructor regarding your assignment. Many times I have spent considerable lengths of time helping a student find a topic or develop a paper based upon his/her explanation of the assignment, only to find that the student completely misunderstood what he/she was supposed to do!
2. I understand the writing assignment, but I don't know what to write about?
First, know your material! You can't begin to write or even think about writing until you are very familiar with your subject. If you haven't read the material or completed your research, you are not ready to begin.
In the writing lab I will discuss the topic with you to get an understanding of your knowledge concerning a subject. We may form a web (a visual diagram) of the information and/or facts you remember. We will discuss your opinion of the material, any conclusions you may have drawn, how you would compare this material to other knowledge that you possess, etc. This discussion inevitably leads to your decision regarding your topic. So far, I have never had a student leave my office without a idea for a topic--and though I guide you through the writing process, you will always be responsible for selecting your own topic.
3. I have a topic. Now what? How do I begin writing ?
Guess what? You aren't ready to write! That's why you are finding it so difficult! As they say, you can't put the "cart before the horse." First, you need to plan your paper. Yes, you read it correctly. PLAN. I know I've lost some of you with that statement! If I had a $1 for every student who tells me that they do their best writing if they just sit down the night before a paper is due and simply write what is in their head, I would be a rich woman by now!!!! That product MAY be your best, but the instructor more times than not can clearly determine the difference between an organized essay and one that is written as a "stream of consciousness." You aren't really fooling anyone.
4. Alright! I've been told to "plan," but I don't have the extra time to devote to an outline. In fact, I'm not sure how to make an outline. What do I do now?
If by chance you had the opportunity to make a "cheat sheet" on the palm of your hand or your forearm, and you could "get away" with it without punishment, would you have any trouble putting the information you need in such a small spot? I don't think so!
Writing an outline, or making a plan, is the same thing. You aren't creating this outline for anyone but you. It can be as short as necessary to convey only the amount of information you need--no one else! If one word will tell you what you need to remember, then one word will be enough..
Spelling won't count, abbreviations won't matter, and detailed facts aren't required--just the general information you want to include in your paper and the order in which you want to include it. As an example, I once wrote a whole book. First, I made an outline that was only 1 page long--and from it I wrote over 400 pages! The outline merely told me the next piece of information I wanted to address.
Make the outline work for you--not the other way around.
5. Suppose I "buy in" to the idea of an outline or a "plan" before I write. What should I include in this "plan"?
The "authorities" will tell you to begin with a thesis statement. However, that isn't how I personally do it. Let me tell you my method.
First, I begin by listing my facts. Then I check to see if there are any groupings that would fit together. For example, if I were planning to analyze the new Harry Potter movie, I would simply list some facts that I observed in the movie or ideas I experienced while watching the movie, such as:
Orphan
Mysterious Past
"unreal" events
"unusual" characters
"supernatural" powers
good vs. evil
friends/enemies
general plot
story climax
role of parents
wizards
scenery
set up for next installment
symbolism
broomstick incident
comparison to other stories
"real" vs. "unreal"
Harry Potter phenomenon
chess game
sleeping dogs/stone
- Notice, these are not in any particular order. I didn't elaborate. I just brainstormed ideas. I listed merely thoughts, really, that came to my mind as I reflected back on watching the movie.
- Next, I need to see if any of these items could be combined into categories or headings.
I might combine under these categories:
The "Harry Potter" Phenomenon
Symbolism
Set up for next movie
Action packed
flying (broomstick
arena games
Good/Evil
sorcerer
"bad guy"
school teams
Home for summer
next adventure could take place at home
or next year at school
Interesting characters
Closest peer
Heroine
Sorcerer
Protector
Evil Ones
Villain
Real/Unreal
Fictional story
"Real" world going on while "unreal" world is on a "different" plane of reality.
Lines blur between real/unreal
Sometimes Harry knows difference; other times Harry's in the dark, too.
Harry is still a boy and hasn't reach his full potential
- Harry must learn how much power he has and what to do with it.
- He's only a boy now. Surely he will only increase his power with maturity.
- He needs to be more mature in order to meet a formidable foe.
- He must understand the consequences of his actions/or lack thereof.
Unusual events
A train station no one else "sees."
A whole other existence with a different time frame, environment, set of rules, etc. than the one everyone else knows.
Superhuman powers/beings
Laws of nature don't apply
Friends/Enemies
Develops friendships/enemies
Sometimes difficult to know who belongs in which category.
Color of chess pieces (black vs. white)
Friends win/survive
Enemies vanquished
Innocence vs. corruption
Evil still lurks!
Good always triumphs over evil in the end!
Harry must determine who his enemy really is and why
Harry must decide to use his powers for good.
- Hopefully, you can see the "thinking" or brainstorming that is in the process of taking shape. I am reflecting back on the things I saw in the movie...the ideas or thoughts that come to my head as I remember them. I am beginning to formulate clusters of ideas that seem to go together. I have dropped some of the facts that don't seem to fit, and I have added some supporting data to "flesh" out other ideas.
An example of an outline.
- With this listing in mind, I could begin to form a plan. I have three points from which I could begin. On a basic 3 point essay, I could form something that looks like this:
I. Introduction
A. Thesis
B. 3 Points
1. The Harry Potter books have created a whole new generation of excited readers by using standard "attention-getters."
2. The creator used many examples of symbolism throughout the adventure.
3. The possibilities of future adventures lure the reader or observer into waiting anxiously for more tales of Harry Potter.
II. (Point I) The Harry Potter Phenomenon
A. Action-packed
1. I would begin to list the specific information I want to include.
2. If I have a ONE, then I must also have a TWO. But I can include as much detail (numbers) as I want.
B. Interesting Characters
1.
2.
C. Unusual events
1.
2.
III. (Point II) Symbolism
A. Good/Evil
1.
2.
B. Real/Unreal
1.
2.
C. Friends/Enemies
1.
2.
V. Conclusion
A. Restate my thesis (Using different words than in my introduction.)
B. Restate my 3 points (Using different words...)
6. After I've decided on my 3 points and have my supporting facts, what's next?
- Now you're ready to tackle the next part of your writing. That is, develop a thesis. What do you think about all of the information you have gathered? Take a stand on an issue. Make a definitive statement. What statement could you make that would be an umbrella for everything you've listed that you would like to talk about.
- I encourage students to think of 3 to 5 different thesis sentences. Students usually struggle trying to write one thesis sentence. By asking you to write 3 to 5, I hope that you can see that writing is much like composing music. We only have 88 piano keys, but no one ever says, "We've used all the notes and, therefore, can't write anymore songs!" We rearrange the same notes, play them at a different speed, and intensify some parts while softening other areas. And music keeps being written that sounds different from anything we've previously heard ! All of that is done with the same 88 piano keys! Think how many more words we have! The combinations of creation are endless! When you think of it that way, writing 3 to 5 sentences that say the basically the same thing in a different way doesn't seem like very much of a task, now does it?
- Another benefit to writing 3-5 sentences: You can pick from your possibilities and use one in the introductory paragraph and another one in the conclusion.
7. What should be included in my introductory paragraph?
Essentially, you are telling the reader where you are going? If someone were going to offer you a ride, your first question would undoubtedly be, "Where are you going?" You need to know that information to know whether or not you choose to go along. The same rules apply to writing. Your reader wants to know early in your writing where you are headed. If you are trying to convince the reader of something, this advance notice gives them the opportunity to determine whether they agree or not. In the case of magazine articles or other informative writings, it allows the readers to choose whether or not they even want to continue reading!
You should clearly state your opinion or make your thesis statement in the introduction. Include necessary references to the subject matter. For example, if you are analyzing a story or comparing/contrasting two methods or theories, you should clearly reference your text and respective authors.
Include a general reference to your three points. This glimpse gives your readers an idea of the information you will provide in the body of your writing.
8. I can usually write my paper without much trouble, but when I get to the conclusion, I never know how to end it.
First, be sure to restate your thesis! Use one of those 3-5 sentences you wrote during your pre-writing phase. Second, restate your 3 main points.
Think in terms of a good trial lawyer. He begins his introductory statement to the jury by saying something like, "O. J. Simpson is innocent!" (That's his thesis!) "During the course of this trial, witnesses will testify as to O. J.'s lack of motive, an alibi for his whereabouts, and the prosecution's lack of valid evidence." (His 3 main points!) Of course, Johnny Cochran's introductory remarks contained much more rhetoric, but in the pre-writing stage, these words give you the meaning in a nutshell.
In this case, the trial continued for 9 long months of testimony. But think of that interim as though it were the body of your paper. Use the time (or space) to convey all your information, point-by-point, detail-by-detail.
When you come to the conclusion, again reflect on Johnny Cochran's methods. He reminded the jury of the evidence they had heard. He elaborated on the details, but basically he restated his 3 points: reminding them of testimony which demonstrated the close relationship O. J. had with his ex-wife and his lack of malice (His first point!); then he reminded them of the limo driver's testimony that O. J. was planning to travel out of town, had been asleep, and was picked up for a ride to the airport--thus not having had time to be someplace else committing a crime (His second point!); finally, he reminded the jury of the tainted blood samples and racial bias of the police officers--thus, putting into question the validity of the blood evidence (His third point!)
He finished by restating once again that O. J. was innocent, but remember his words? He said it in a different way this time. He said, "If it doesn't fit, you MUST acquit!" (He restated his thesis in a different way!)
You want to do the same thing in your essay! Bring the reader back to the beginning of your paper. Restate your thesis and remind them of the basic points you made throughout your paper to persuade them to believe your point. Think of it as completing the circle--taking your readers back to the place where they began.
9. I am ready to begin writing. Any tips?
Assuming you have picked a topic with which you are very familiar and on which you are well-informed, and further assuming that you have planned or organized your thoughts, you should be ready to begin following your plan. You have logically selected relevant information and have deleted unimportant facts that don't pertain to your thesis.
You are truly READY to begin writing. Relax and enjoy it.
A few basic hints:
Take the word "you" out. You may (if your instructor has given you permission) include "I", although many writer's frown on even including that personal pronoun. Refer to individuals specifically by name or to the third person they, he, she, etc..
Eliminate sentences beginning with the words, There are, That is, It is. Those words are your subjects and verbs! Think about the "emptiness" of those words. Use the specific words to which they refer.
Regarding commas...my advice is...When in doubt, leave it out! I would rather see a paper missing a comma where one should be than to see a paper that looks like pepper has been spilled on it with commas everywhere!
10. I've written my paper. Do you have any quick suggestions for improvement before I turn it in?
Did you follow your plan? Check it out.
Allow enough time between when you write and when your paper is due that you can put your paper aside and forget it for awhile. If this is only overnight, at least you will have an opportunity for the writing to become "cold". Something in our human minds does not allow us to see our mistakes immediately after we make them. But when we reread something as though we were reading it for the first time, suddenly our mistakes seem to "pop out" and become much clearer to us.
Read each sentence individually. Look for the subject and verb. Do they agree? In other words, if you have a singular subject, did you use a singular verb? Likewise, if you used a plural subject, you should have used a plural verb.
Read each sentence individually again. This time concentrate only on meaning. Does it clearly convey the meaning you intended? If you were not reading with the knowledge you possess, would you understand only the written words? Remember your reader will only know what you have put on paper!
Check for any obvious typos.
11. My instructor wants me to revise my paper. I think it's pretty good just the way it is! I really don't know how to improve it. What should I do?
Remember that no matter how good the writer may be, improvement is always possible! Rethink your plan. Does it make sense? It may. If so, leave it, but if you find a weakness in your evidence, go back to fill in more supporting detail.
Read each sentence again. Consider ways you could say the same thing with fewer words or words that better convey your message.
Never use words with which you are not familiar in order to "sound" more intelligent. But if you find that you are using the same word repeatedly, use a thesaurus. Look up the word to find an alternative or two. Repeating the same word or the same expression becomes boring to the reader.
Finally, visit either the Writing Center (112LH) or the Writing Lab (133 LH) for assistance. The staff in the Writing Center works with all students and offers general suggestions for improvement. The instructor (yours truly) in the Writing Lab offers detailed instruction and support only to students enrolled in the Student Support Services (SSS) program. (It's easy to qualify and it's FREE, so don't be afraid to sign up.) Or you could call me for an appointment--398-5674.
Don't hesitate to ask for support!~ Help is available.