1. Writing Clearly Developed by: Lindsay McNiff
Welcome to the iSchool’s instructional video on writing clearly. This video was developed by Lindsay McNiff, updated by Navroop Gill and Anna Standish, re-designed and narrated by Victoria McAuley, and lead by Kathleen Scheaffer.
Developed by: Lindsay McNiff
Revised by Navroop Gill & Anna Standish
Re-designed and Narrated by: Victoria McAuley
Led by: Kathleen Scheaffer

2. A Clearly Written Paper
Communicates ideas effectively
Uses direct language to present complex arguments
Is grammatically correct
Is formatted in a way that aids reader understanding
Clarity is the most important characteristic of good academic writing. A clearly written paper communicates ideas more effectively and makes life easier on the reader. In a well written paper, the ideas as well as the sentences themselves are clear and easily understood by the reader.

3. Structure A clearly written paper is a well structured paper
Most graduate level papers need:
A clearly written paper is a well-structured paper. Most graduate level papers need:

4. Structure A clearly written paper is a well structured paper
Most graduate level papers need:
An Introduction
A Thesis
Topic Sentences
Transition Phrases
Body Sections
Paragraphs
A Conclusion
An introduction, a thesis, topic sentences, transition phrases, body sections, paragraphs, and a conclusion. We will explore each structural element individually.

5. Introduction
The Introduction
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post].
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6. Introduction The first paragraph of your paper
Introduces your topic to your reader
Primes your reader to understand your argument
Mentions any relevant framing literature
Presents your thesis
Your introduction leads your reader into your paper. It is the first paragraph of your paper, and should introduce, and prime the reader to understand your argument. The introduction should mention any relevant framing literature, and present your thesis.

7. Thesis
The Thesis
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post].
Retrieved from:

8. Thesis Typically sits at the end of the introduction
An argument or claim that your paper will be supporting
A specific statement that will:
Indicate the basis for your argument
Demonstrate how you will support your claim
Your thesis should be stated as close to the first paragraph as possible; ideally at the end of the first paragraph.

9. Your Thesis Should Explain what your paper will argue
Describe how you will form your argument
Act as a map for your reader
Outline your points
Be appropriately specific and complex
Your thesis should explain what your paper will argue, describe how you will form your argument, act as a map for your reader, outline your points, and be appropriately specific and complex.

10. Topic Sentence
The Topic Sentence
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post].
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11. Topic Sentence Introduces the theme of the paragraph
Near the beginning of each new paragraph
Helps your reader make connections between points
To help your reader, consider starting each paragraph with a topic sentence that introduces the theme of that paragraph. Topic sentences should sit near the beginning of each new paragraph, and help your reader make connections between points.

12. Transition Phrases
Transition Phrases
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post].
Retrieved from:

13. Transition Phrases Typically sit before your topic sentence
Increase your paper’s organizational clarity
Add continuity to your arguments
Help your reader make connections
Help you structure your paper
Consider adding structure by transitioning between paragraphs. Transition phrases typically sit before your topic sentence at the beginning of a new paragraph. They can increase your paper’s organizational clarity, and add continuity to your argument. You can do your reader a favor by helping them make connections between points in your paper.

14. Body Sections Section 1 Section 2
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post].
Retrieved from:
Section 2

15. Body Sections The 5 paragraph “hamburger method” can be limiting
Instead, try using multi-paragraph sections
Each section should present a point that supports your thesis
Each paragraph should explore one dimension of its section
Flush out your ideas in sections rather than paragraphs. The traditional 5 paragraph essay structure is actually quite limiting because it places constraints on how much space a writer can use to develop an idea. While each paragraph should focus on one idea, you may require more than one paragraph to explore that idea fully. You may end up using three paragraphs to explore three different dimensions of one idea. This is perfectly acceptable and encouraged. Each paragraph or group of paragraphs will focus on a single topic. If you feel yourself starting to shift to a different topic, that topic should probably be the focus of a separate paragraph or a new section.

16. Have I made this point already?
Body Sections
Each section should make a unique supporting point to your thesis
If two sections are similar, ask yourself:
Have I made this point already?
Each section should make a different point that is somehow related to your thesis. Avoid making the same point in different sections of the essay. If two separate paragraphs or sections seem similar ask yourself, have I made this point already? If so, consider possibly combining the two paragraphs. This does not mean you should never bring up a previous point

17. Repetition “URL shortening service” “URL shortening services”
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post].
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18. Repetition Some repetition will help your reader stay on track
Can help re-enforce points
Will remind readers of points they may have forgotten
Some repetition will help your reader stay on track and remind them of the points they may have forgotten.

19. Repetition Some repetition will help your reader stay on track
Can help re-enforce points
Will remind readers of point they may have forgotten
Be selective
Carefully use one point to clarify or emphasize another
Unnecessary repetition is redundant
Remember, using a previous point to develop or clarify new ones is a great strategy, but developing the same point twice is redundant.

20. Paragraphs Paragraph 1 Paragraph 2
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post]. Retrieved from:
Paragraph 2

21. Paragraphs
Should contain enough information to adequately explore one point
Each point must support the topic sentence
If your paragraph is too short:
Return to your notes
Ask yourself: Are there points you could add, or examples you could use to illustrate your point further?
Make sure that each paragraph is adequately developed and contains enough information to actually be a paragraph. Each point in your paragraph should support the topic sentence of its section. If your paragraph is too short, return to your notes and check if there are points that you can add to the paragraph. Consider adding examples to illustrate the information you were trying to convey in that paragraph, using quotations or paraphrases from your research sources, or providing more specific details

22. Having Trouble with Point?
Consider doing more research
Or removing the point entirely
Don’t waste a paragraph developing an irrelevant point
Each paragraph should help develop, support, or clarify your thesis
If you are stuck, more research might be required to flush out the idea or perhaps the idea should not be included in the paper at all.
Do not waste a paragraph developing an irrelevant point. Always ask yourself whether the paragraph actually helps to develop, support or clarify your thesis.

23. Make sure your paragraph answers that question
So what?
Make sure that each paragraph stands up to the question “so what?” If you can’t make a case in your own head for including a piece of information, chances are your reader will recognize that it is an unnecessary point.
Make sure your paragraph answers that question

24. Clear Writing Strategies
Clear writing begins at the sentence level
Use proper grammar and punctuation
Write in a style that is easily understood, and that does not need to be re-read
Your writing needs to be clear at the sentence level. This means that the writing should be straight forward so that reader does not need to re-read what you wrote to understand your point. Grammatical correctness and appropriate punctuation are components of smooth writing, but the style of your writing is also very important. Certain errors in academic writing are easily avoided if we simply watch out for them.

25. Clear Writing Involves
Eliminating wordiness
Avoiding stock phrases
Rewriting and editing
Phasing out clichés
Removing the passive voice
Demonstrating appropriate formality
Clear writing involves eliminating wordiness, avoiding stock phrases, rewriting and editing, phasing out clichés, removing the passive voice, and demonstrating appropriate formality. We will explore these strategies in the following slides.

26. Eliminating Wordiness
Avoid overly wordy, or complex sentences
Avoid using extra words or complex sentence structures
Aim for simplicity and clarity
Wordiness can frustrate your reader, and confuse your point
First we will look at wordiness. You may have seen comments such as ‘wordy’ or ‘awkward’ on some of your past academic work and you are certainly not alone. When writing in an academic context, it can be tempting to write in an overly long-winded style and use impressive sounding words. Whenever possible avoid using extra words or complicated sentences for stylistic effect. Rather than impressing the reader, needless wordiness with simply frustrate your reader and confuse your point.

27. Avoiding Stock Phrases
Stock phrases use more words than necessary to make a point
Examples of stock phrases include:
Many writers use excess wording also known as stock phrases when a simpler word would suffice. When editing your paper, try to look for spots where a single word could be used to replace multiple words. Because, although, and when are only a few of the words that could be used to tighten your writing

28. Avoiding Stock Phrases
Stock phrases use more words than necessary to make a point
Examples of stock phrases include:
By virtue of the fact that
Due to the fact that
Because of the fact that
For the reason that
In light of the fact that
Regardless of the fact that
Under the circumstances in which
Examples of stock phrases are included on the slide in front of you.

29. Don’t Write Instead Write By virtue of the fact that
Regardless of the fact that
Under the circumstances in which
Because
Although
When
Instead of writing: by virtue of the fact that, regardless of the fact that, or under the circumstances in which… try using because, although, or when

30. Don’t write
“Due to the fact that social inclusion is an important issue in today’s society, social inclusion for the purpose of creating equality in the library is an ongoing concern that is being continually dealt with by members of the library information field.”
Take a look at this sentence: due to the fact that social inclusion is an important issue in today’s society, social inclusion for the purpose of creating equality in the library is an ongoing concern that is being continually dealt with by members of the library information field.

31. Don’t write Instead write
“Due to the fact that social inclusion is an important issue in today’s society, social inclusion for the purpose of creating equality in the library is an ongoing concern that is being continually dealt with by members of the library information field.”
“Social inclusion is an ongoing concern for the library and information science field.”
This sentence actually makes a very simple point, but when faced with a sentence like this, most readers will become exhausted very quickly. The version on the right side of the slide is much better: social inclusion is an ongoing concern for the library and information science field.

32. Re-read and edit your sentences
Always
Always re-read and edit your sentences to ensure they read smoothly and are not unnecessarily tiring for the reader. A simple point should never be buried under complicated language.
Re-read and edit your sentences

33. Phasing Out Clichés Avoid unspecific filler sentences
Clichés sound unprofessional and boring
Instead, clearly explain what you mean
Even if you feel like you are over-explaining
Like unnecessarily wordy sentences, clichés are filler phrases that don’t say anything specific about your argument. While clichés are perfectly appropriate for everyday speech or letter writing, they sound unprofessional and boring in academic writing or creative writing.

34. Phasing Out Clichés Examples of clichés: In this day and age
Without a doubt
In today’s society
At the end of the day
Needless to say
Here are some examples of clichés: in this day and age, without a doubt, in today’s society, at the end of the day, and needless to say.

35. Select Your Words Carefully
Instead of using a cliché, write exactly what you mean even if you feel you are over-explaining. Avoiding clichés will help you develop your own voice as a writer rather than relying on over-used language. Saying what you mean as clearly as possible involves conciseness, but it also involves precision and strength. Make sure you are using the best possible words to get your point across. For example, if you are tempted to use the word ‘thing’, think for a moment about what you are actually describing. Does “thing” actually describe a benefit, an aspect, or a trend? There is always a better word than thing.
There is always a better word to use than “thing”

36. Removing the Passive Voice
Hides the acting word in the sentence
Instances of the verb “to be” can signify that you’re using the passive voice
Another symptom of weak sentence construction is over-use of the passive voice. Passive voice is sometimes tricky to recognize because like many examples of wordy or weak writing, there is nothing grammatically wrong with it.

37. Removing the Passive Voice
Hides the acting word in the sentence
Instances of the verb “to be” can signify that you’re using the passive voice
The opposite of the passive voice is the active voice
The active voice places the subject at the beginning of the sentence
Passive voice involves hiding the acting word in the sentence after the action. Usually when you find instances of the verb ‘to be’ in your writing, you’re dealing with the passive voice.

38. Removing the Passive Voice
For example:
Glinda’s relationships were hindered by her vicious cat.
In this sentence, the vicious cat is doing the hindering meaning that the vicious cat is the subject of the sentence.

39. Removing the Passive Voice
For example:
Glinda’s relationships were hindered by her vicious cat.
were = to be
vicious cat = subject
The first version has hidden the cat near the end of the sentence.

40. Removing the Passive Voice
For example:
Glinda’s relationships were hindered by her vicious cat.
Glinda’s vicious cat hindered her relationships.
Move the subject to the front of the sentence and eliminate the ‘to be’ verb and you have a stronger sentence.

41. Removing the Passive Voice
For example:
Glinda’s relationships were hindered by her vicious cat
Glinda’s vicious cat hindered her relationships*
* This is an example of a sentence in the active voice

42. Demonstrating Appropriate Formality
Avoid contractions
Avoid emotional language
Present arguments clearly and rationally
Emotional language can sound biased or irrational
Academic writing should be appropriately formal. Avoid the use of contractions and to maintain formality, avoid emotional language in academic writing. Remember that the goal of academic writing is to present an argument clearly and rationally. Emotional language is more likely to cause your argument to sound biased and irrational than to convince your reader of your assertions.

43. Demonstrating Appropriate Formality
Examples of contractions:
Don’t
Can’t
Won’t
Shouldn’t
Examples of emotional language:
Horrible
Disgusting
Out of this world
Evil
Usually, judgmental subjective language like horrible, disgusting, out of this world, or evil are too strong for academic writing.

44. References
McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News. [blog post]. Retrieved from:
These are the references used in this presentation

45. The University of Toronto has programs that can help!
Still feeling stuck?
The University of Toronto has programs that can help!
The Writing Centre
Graduate Centre for Academic Communication (CGAC)
The Academic Success Centre
The Inforum Orientation Videos
If you’re still feeling stuck, the University of Toronto has programs that can help. Try visiting the links presented on the slide in front of you.