Writing in the Tutorial

One vital objective of each tutorial is "To give special attention to writing and critical analysis". Thus, work for this tutorial includes several short research exercises, four papers, and an exercise on quotation, paraphrasing, and citation. While the research exercises will be distributed in class, the following describes the academic honesty exercise and the paper assignments in more detail. In each case, these exercises relate directly to material discussed in class.

Some Notes on Writing Papers

1. Use an idea as the basis for an effective paper.
   • You must have something to say.
   • This requires adequate research/background.
   • You need to have thought about the topic, but the idea need not be earthshaking.
   • Just find an idea you find interesting.

2. Pay attention to the appearance of your paper;
   while a nice appearances does not guarantee a good grade, a sloppy paper is likely to receive a lower grade.
   • Spelling/punctuation/grammar errors undermine your credibility.
     • Although word processors can review the spelling of common words, you must review suggestions carefully. You, not the word processor, are responsible for your work.
     • Turn off automatic spelling correction in word processors; experience suggests that not all automated changes are correct.
   • Even worse, sloppiness suggests you don't care, so why should the reader?
   • On the other side, a paper that looks nice sends the message that you care and are interested.
   • Calvin of "Calvin and Hobbes" once said that a clear plastic binder would guarantee him a good grade. While this is overstated, do not dismiss this out of hand.
   • All this suggests that
     • use of a spelling checker should be considered mandatory, and
     • proofreading a paper a few times is essential.

3. Spend enough time organizing, writing, editing, and polishing your ideas.
   • A paper is the only evidence the reader has on how much you have done.
   • 20-30 hours of research and thought cannot be explained by writing for only an hour or two.
   • At the other extreme, people vote for politicians with smooth speeches, even if there is little content.
     • Even faculty may not be immune from the lure of polished writing.

4. Write your introduction (e.g., the introductory paragraph) to identify the topic, place the topic in a context, and indicate the structure of the paper.
   • Place the topic in context, but do not over-generalize.
   • State your thesis clearly and concisely.
   • Since the rest of your paper explains and justifies your thesis, the introduction should indicate how the following explanation or logical argument is organized.

5. Structure your argument, so that each paragraph has a unifying theme.
   • Each paragraph should contain a clearly stated, topic sentence.
   • All other components of the paragraph should related directly to that theme.
   • Think about each topic enough, so you have something to say. A paragraph with only two or three sentences often indicates the author should think more deeply about the topic.

6. Structure your sentences to make your point clearly, concisely, and forcefully.
   • State what you mean directly. (Using words in "quotes" often indicates a lack of clarity -- use the words you mean.)
   • State your ideas completely, but do not repeat over and over and over again.
   • Use active verbs whenever possible to propel the reader forward. Sentences often can be tightened if they are rewritten to replace passive verbs and linking verbs with active ones.

Helpful Hint: For many scholars, the combination of substance and form requires at least two steps:

1. A draft is written with the desired content given in considerable detail. Often this draft is 1.5 to 2 times the desired length for the finished paper.
2. Edit the draft repeatedly to tighten the prose, reducing redundancy, strengthening sentences, clarifying wording, and perhaps even adding newly identified examples or details.

In this process, step A focuses on content, and the author takes care to include as much material as possible. Step B then polishes the presentation. In cases when the first draft is significantly longer than the desired final product, Step B provides a mechanism to improve the clarity, forcefulness, and flow of the presentation.

http://www.walker.cs.grinnell.edu/courses/tutorial.fa08/writing/writing-assignments.shtml

created 18 August 1997 last revised 10 July 2008
For more information, please contact Henry M. Walker at walker@cs.grinnell.edu.