TIPS FOR SUCCESSFUL ACADEMIC WRITING

By Brian Harries, Ph.D., and Susan Mobley, Ph.D., for

Accelerated Learning Programs, Arts and Sciences

These tips address reoccurring errors encountered by faculty across many different courses.
Concordia University recommends The Wadsworth Handbook for accelerated students. This
handbook provides extensive details, and examples which are clear, easy to understand, and
beneficial for written work. Students should become comfortable using The Wadsworth Handbook
as a reference resource for papers and essays, regardless of length.

1. HAVE A CLEARLY DEFINED THESIS

See “Writing Essays-Using a Thesis,” in The Wadsworth Handbook

Have a clearly defined thesis for your paper. The thesis is the controlling idea around
which the writer constructs the rest of the paper (or response, even if it is one paragraph). Apply
critical thinking; the thesis is the issue the writer poses to lead the reader to a specific conclusion.
Reasons and arguments link the thesis to the conclusion. The writer proceeds to state reason
after reason to support the conclusion. The writer addresses possible contrary reasons to
strengthen the supporting reasons and leads the reader to the conclusion. Each sentence and
paragraph contributes to the thesis. A weak thesis will result in an irrelevant and unguided paper.
The thesis should be contained in a single concise sentence residing in the introduction. Some
instructors may require that the thesis be highlighted, bolded, or underlined. The remainder of the
introduction should draw attention to the issue the thesis confronts.

After devising your thesis, make a list of the major points that support it. Each
of these points will constitute a portion of your paper in which you support your thesis.
Think about how your points relate to one another. Which is most important? You may
want to try ranking them from most important to least important, and then decide on an
order to discuss them in your paper.

For each of your major points or claims, create a list of the evidence that supports
it. What made you come up with the idea? Try to find at least five distinct examples or
pieces of evidence. You may not want to use all five, but the more you have, the easier
it is to choose the best ones. Demonstrate an ability to draw information from a variety
of sources and to interpret the data.

Connect your evidence back to your main points . Explain how your evidence
leads to the point that you are making. The goal of each paragraph is to demonstrate
to your reader how you developed the particular idea that you are discussing. Again,
demonstrate an ability to draw information from a variety of sources and to interpret the
data. Remember properly to cite any sources you utilize (see #2 below).

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 Consider objections to your thesis. Can you think of a reasonable argument that
someone might make to disagree with you? If so, decide how you would answer that
argument. Do not just ignore these potential disagreements; they will not go away on
their own. By answering potential objections to your argument, you gain credibility by
demonstrating that you have given your topic a great deal of thought.

Devise a conclusion to your argument and to your paper. Each major point you
make should contribute to proving the validity of your thesis. In the conclusion, tell your
reader how your points accomplish that and if they provide some new insight.

An academic paper requires a cover page, an introduction, and a

conclusion.

2. CITATIONS
See “Documenting Sources,” in The Wadsworth Handbook

Support and explain everything you say. Make sure it is clear why you think what you do.
Reference or quote a text whenever appropriate. Use APA format or another more preferable
citation format as indicated by your instructor. Always use proper citations (see
http://www.citationmachine.net/) and include a list of sources cited at the end of the written work.
Failure to cite sources is considered plagiarism and may result in a failing grade and disciplinary
action.

3. INTRODUCE—QUOTE—EXPLAIN
When quoting sources, try using the formula, INTRODUCE—QUOTE—EXPLAIN. The main
reason for using quotations or citations is to provide support and evidence for your own argument.
Integrate the quote into your paper and demonstrate its relevance. As a rule of thumb, your
commentary on a quote (introduction and explanation) should be at least as long as the quote
itself.

4. QUOTATION MARKS
See “Understanding Punctuation and Mechanics,” in The Wadsworth Handbook

There are three appropriate uses for quotation marks:

1. To enclose an author’s exact words
2. To indicate short works such as poems, articles, etc.
3. To indicate words used ironically or with some reservation (e.g., the great march of
“progress” has left millions impoverished and hungry)
Do not use quotation marks to indicate a word used as itself; instead use italics (e.g., he used
therefore quite often)

Punctuation precedes the quotation marks (e.g., "I like tea." not “I like tea".). The most frequent
exceptions are when a question mark is part of the main sentence instead of the quotation (e.g.,
Did he say “I like tea"?). Also, footnote or endnote numbers are placed immediately after the

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 closing punctuation of a sentence, which, for a quotation, would be after the quotation marks.

5. DO NOT USE ONE-SENTENCE PARAGRAPHS

Do not use one-sentence paragraphs. A paragraph represents a developed unit of thought
and is commonly 4–7 sentences in academic writing. Make the paragraph the unit of composition
(a miniature essay), including a topic sentence with which the others cohere.

6. DO NOT MIX TENSES

See “Solving Common Sentence Problems, Using Verbs, Tense,” in The Wadsworth Handbook

Use the present tense when discussing action or ideas in a text. Do not mix present and past
tenses.
Error: John went to the store. He buys milk and eggs.
Correct: John went to the store. He bought milk and eggs.
This rule does not apply to direct quotations.

7. KEEP YOUR SENTENCES UNDER CONTROL

See “Sentence Style,” in The Wadsworth Handbook

Complex sentences are fine, but if you feel uncomfortable with them, keep it simple. Extra clauses
and unwarranted semi-colons can distract your reader and detract from your point.

A comma splice is the joining of two independent clauses with a comma. Using a comma splice
may cause misreading: Jack Smith created the character of Donald Dragon, he also created
Ronald Ripshaw. There are ways to repair a comma splice:
1. Make two sentences: Jack Smith created the character of Donald Dragon. He also created
Ronald Ripshaw.
2. Use a comma and a coordinating conjunction (and, but, or): Jack Smith created the
character of Donald Dragon, and he also created Ronald Ripshaw.
3. Use a semicolon without a conjunction: Jack Smith created the character of Donald
Dragon; he also created Ronald Ripshaw.

A run-on sentence is a similar error; it may also cause misreading. A sentence represents a
single complete thought. When you have expressed that thought, stop and begin a new sentence.
The run-on consists of running from one complete sentence on to another with no punctuation:
Mary went to the mall her sister wore a yellow dress. Repair the run-on sentence in the same
three ways as the comma splice.

A fragment is less than an independent clause. It may lack a complete verb or it may lack a
subject. It may be an isolated dependent clause. Fragments occur when a sentence is cut in two:
When we heard about the fight. We were immediately interested.
I put my books down. On the table.
To correct the fragment, simply remove the punctuation point.

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 Sentences and points are made concisely:
1. Make a point once and move on to the next point
2. Do not use redundant terms (e.g., set of twins, join together, past history)
3. Do not use roundabout writing (e.g., to make a long story short, due to the fact)
4. Do not use unnecessary words (e.g., absolutely, basically, like)
5. Do not use all-encompassing words that are usually inaccurate (e.g., everyone, always,
never, constantly)
6. Do not use conversational terms (e.g., stuff, a lot, really, so as I was saying)
7. Use appropriate collegiate-level vocabulary that will improve the concise style

8. USE THE CORRECT PERSON & PRONOUNS

See “Understanding Grammar, Using Parts of Speech, Using Pronouns,” and “Solving Common Sentence
Problems, Revising Awkward and Confusing Sentences,” in The Wadsworth Handbook

Generally write in the third person rather than in the first or second person. This means that the
common pronouns should be he, she, it, or they rather than I, we, or you. Using you to refer to
your audience runs the risk of making assumptions about the reader and is not considered
appropriate in academic writing. Using I or we runs the risk of diverting attention from the subject
matter of the paper to the author of the paper. Make sure that each pronoun refers to a specific
antecedent that agrees in gender, number, and case.

Also limit your use of such phrases as I think and I believe. While you may think these lend extra
credibility to what you are saying, they actually weaken your point. Students frequently misuse
these phrases (one does not feel a thought nor does one think an emotion). To eliminate this
problem, simply delete it from the sentence:
Not: I think Lincoln was America's greatest president.
Better: Lincoln was America's greatest president.

9. VERB CHOICES
See “Verb Choices,” in The Wadsworth Handbook

Writers overuse the verbs to be and to have (as well as their forms: is, was, were, have, has, and
had). Passive constructions and to be verbs tend to weaken and shift the focus of your sentences.
The English language possesses a multitude of verbs that better describe action. Consult a
thesaurus and dictionary to assist you in choosing the most appropriate word.
Write in the active voice rather than the passive voice. Avoid words like maybe, possibly,
perhaps, might be, would, and could be. If you have something to say, say it clearly, concisely,
and directly.

10. THINK OF YOUR AUDIENCE

See “Using Words Effectively,” in The Wadsworth Handbook

Think of your audience as your instructor or an individual who knows the subject matter well.
For this audience, use appropriate academic vocabulary that draws on course content. As
you move forward in your course, your vocabulary should improve as you gain new knowledge.
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 Some inexperienced writers overuse words that are unclear, inaccurate, or conversational, such
as bad, good, a lot, stuff, everyone, always, really, never, and hard. Finally, do not use crude or
inappropriate word choices.

11. NAMES
Use a last name when referring to a source or an author. Do not refer to historical figures
by their first names: President Lincoln or Lincoln, not Abraham. Do not use “A man by the name
of” or “a woman named” to describe an individual.

12. NUMBERS
See “Understanding Punctuation and Mechanics, Using Numbers,” in The Wadsworth Handbook

Numbers are a different language from English. If a number can be stated in three words
or fewer, write it in words: twenty, not 20; nineteenth, not 19th. Dates, however, are usually
written in numbers: use 1870s, not 1870’s or eighteen seventies.

13. DASHES & HYPHENS

See “Understanding Punctuation and Mechanics,” in The Wadsworth Handbook

A dash consists of two typed hyphens (and no space). It is meant to indicate a sudden change in
tone or thought, or to set off a particular element of the sentence: He made a crazy—and I do
mean crazy—statement. Do not forget to include a hyphen in words that require them, such as
self-control.

14. APOSTROPHES
See “Understanding Punctuation and Mechanics,” in The Wadsworth Handbook

The apostrophe (with s) is used for the possessive form of nouns. Note the rare exceptions to the
general rule: Demosthenes' orations…. Use the apostrophe alone for plural endings in s but not
for plurals that do not end in s: the boy's mother… (one boy) vs. the boys' mother… (more than
one boy). Do not use the apostrophe to form the plural of nouns: they have three dogs, not three
dog's. The only time the apostrophe is used to form plurals is in cases similar to the following: his
grades this last semester were all A’s.

15. COLONS
See “Understanding Punctuation and Mechanics,” in The Wadsworth Handbook

A colon is used to introduce a list or to point out a single item. It is not used to introduce a
predicate. A good test of the appropriateness of a colon is to insert the phrase "...and they are..."
after the colon. If the sentence makes no sense, the colon is inappropriate.
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16. COMMONLY MISUSED WORDS
Use who or whom when referring to persons—not that.

Than vs. then

Than is a comparison word. Then means “at that time.”
Bill is taller than his father.
Then God said, “Let there be light.”

To vs. too vs. two

To is a preposition. Too is an adverb. Two is a number.
We went to the movies.
This porridge is too hot.
There were two birds in the tree.

Its vs. it’s

Its is the possessive of it. It’s is a contraction for it is or it has.
One cannot judge a book by its cover.
It's been a long time since I have seen you.

There vs. their vs. they’re

There is an adverb of place. Their is the possessive form of they. They’re is the contraction for
they are.
There is a book on the table.
The boys rode their bicycles to the park.
They’re going too fast!

The last two groups include contractions. Do not use contractions in formal writing
Did not, not didn't
Will not, not won't

17. PROOFREAD AND REVISE

Accomplished writers are never done after one draft; they revise and rewrite multiple times. Leave
yourself ample time for proofreading and revising. Consider reading your writing aloud to yourself
or a peer. Writing can improve with serious time spent in editing.

REVISED: August 2017 by N. Jastram, PhD, K. Robertson, PhD, A. Murphy, MS, and S. Jahns,
MBA