Academic Writing Introduction

Anna M. J. Holloway OU graduate—B.A. Letters with focus in Classical Greek language & lit (1988); B.F.A. with focus in vocal music (1997) M.Div. Phillips Theological Seminary (2002) OU Writing Center staff ( ) OUHSC Writing Center Coordinator ( ) Academic Editor (GRA) at CEDAR in OU College of Education ( ) Graduate student in Professional Writing (2008-present) Gaylord College JMC

Purposes of Writing Communicate ideas Demonstrate understanding Persuade (argument)

A reason to write Something to say A point to make NOT “it’s required” NOT “I need a grade”

Elements of Effective Writing Clarity Coherence Consistency

Clarity Language used is pertinent to the topic Sentences are cleanly structured and contain only one basic idea. Paragraphs are logically constructed and contain only one specific concept. Sections are also logically structured; the paragraphs in a section are all related to the topic of that section.

“cleanly structured” Good language mechanics Noun/pronoun agreement Clear antecedents, especially for relative pronouns Correct use of punctuation Correct document style (PTS Style Guide) Correct citations

Coherence “go together” “similar ideas” The idea in each sentence leads naturally to the next sentence Only one idea per sentence The concept in each paragraph leads naturally to the next paragraph Only one concept per paragraph

Consistency Usage: e.g., toward vs. towards Style: literary (poetic) or academic Author voice: subjective or objective

Two kinds of papers Demonstrative Personal exploration Reflections Persuasive Arguments (not fights) Editorials

Critical Element: Honesty If you don’t believe your thesis, it’s much harder to make the argument. If you try to fake your personal exploration, your writing will give you away.

Demonstrative papers Primary goal: to evoke or to show Methodology: use of author experience or viewpoint use of figurative language use effective structure based on context clarity, coherence, and consistency all apply

Persuasive papers Primary goal: to persuade Methodology: use verifiable sources construct a rational argument respect the reader’s intelligence

Basic Structure Introduction (thesis statement) Purpose (why does this need to be argued?) Argument Points of evidence to support the thesis Points of evidence that oppose the thesis Counterarguments to the opposition Conclusion (restate thesis)

Introduction Do not write this paragraph. Write the thesis statement. Don’t worry; we’ll come back to it.

Thesis

Talk to your sources Demonstrate a thesis with material from your sources. If you find material that challenges your thesis, be open to changing your thesis. If you find material that supports your thesis, use it and CITE it correctly.

Questions to ask a source What does the author argue? How does the author structure her/his argument? What sources does the author use? Are they good sources? Why do I agree/disagree with the author? Is my reason valid?

Develop your argument What do the sources say about your thesis? Why is any particular source important to your thesis? Are there significant counterarguments? How do you answer them? This is the biggest section of your paper.

Conclusion BRIEF summary of the argument A restatement of the thesis

Introduction NOW you can write this paragraph to introduce the actual argument to explain your purpose in writing the paper to reflect what you actually learned

The MOST IMPORTANT part

Tip to get started Write as if it’s a letter or an Address it to a really smart 12 year old Assume working knowledge of the vocabulary Assume ability to reason Assume interest in the general topic area Use simple, short sentences

Phrases to avoid It is believed that… means “I think this is true.” It is generally believed that… means “A couple of others think so too.” It has long been known... means “I didn’t look up the reference.”

Be kind to your professor Ask questions Write your messages carefully Understand the assignment Be pro-active about problems Use the correct point size and margins Ask questions

Seminary Survival Tip Build an annotated bibliography of readings as you go through your program of study. Really. Do this. Start now.

Questions? Rule Zero: No one knows it all Rule One: Any question is valid. You have to take the answer you get. Rule Two: “I don’t know” and “No” are legitimate answers. Expect them. (Use them, too.) Rule Three: The form of the question dictates the form of the answer. Rule Zero trumps all other rules.

This presentation was constructed by and is the sole responsibility of Anna M. J. Holloway.