This document outlines 10 ways for college students to improve their writing. It provides tips for establishing a clear role and goal, constructing a thesis statement, developing strong paragraphs with organization and examples, using transitions effectively, employing strong verbs and nouns, avoiding run-on sentences and fragments, demonstrating parallel structure, writing concisely, using pronouns carefully, and concluding powerfully with a proofread paper and thoughtful title. Additional recommendations include collaborating with peers, seeking help from the writing center, and making appointments for one-on-one tutoring sessions.
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10 Ways to Improve College Writing
1. College Success Workshop: 10 Ways
to Improve Your Writing Today
A Presentation given by the
Mount Ida College Writing &
Math Center
2. Number 10: A Way to Start:
Know Your Role and Goal
What is your role in this writing assignment?
– Investigator --Explainer --Describer
– Persuader --Analyzer --Synthesizer
What is your goal in this writing assignment?
– Consider your purpose
– Consider your audience
– Consider your tone
3. Number 9: A Clear Thesis
Limit yourself to one sentence within the
introduction.
State your position on the topic.
Tell what your paper will be about.
Give an idea of the scope of your paper.
4. Number 8: Develop Strong Paragraphs
--Organize and Exemplify
Organize your paragraphs to best illustrate
your thesis.
– Chronologically
– Problem/Solution
– Cause/Effect
– Reasons (Least to Greatest)
Exemplify the main idea in each topic
sentence with supporting details.
5. Number 7: Go With the Flow!
Use Transitions Effectively
Adding Things Up:
– Additionally,
– In addition to X, another reason is Y.
– Also,
Showing Contrast:
– In contrast,
– On the other hand,
– However,
– Although X is important, one must also consider Y.
6. Number 7: Go With the Flow!
Use Transitions Effectively
Showing cause and effect:
– If voters don’t elect politicians who support
environmental change, then global warming will
continue to damage the earth.
– When vending machines in public schools
provide only healthy snacks, then children will
make better food choices.
7. Number 6: Be Bold!
Use Strong Nouns and Active Verbs
Begin sentences with the most important
idea in the sentence:
– Instead of: ―It is critical that our country does
whatever it can to lessen our dependence on
foreign oil.‖
– Try: ―Lessening our dependence on foreign oil is
critical for our country.‖
8. Number 6: Be Bold!
Use Strong Nouns and Active Verbs
Avoid unnecessary words at the beginning of
sentences:
– Instead of: ―There is special equipment that is
required for his job.‖
– Try: ―Special equipment is required for this job.‖
9. Number 6: Be Bold!
Use Strong Nouns and Active Verbs
Use active verbs rather than passive voice:
– Instead of: ―A meaningful plan needs to be offered
by the strongest candidate.‖
– Try: ―The strongest candidate needs to offer a
meaningful plan.‖
10. Number 5: Avoid Run-ons and
Fragments
Keep simple sentence patterns in mind:
– Subject Verb
– S V Direct Object
– S V, and S V
– S V, but S V
– S V; however, S V
– S V; therefore, S V
11. Number 5: Avoid Run-ons and
Fragments
For variety, begin a sentence with a dependent
clause:
– Because Joe practiced, he beat his competitors.
– When I show enthusiasm, I find it is infectious.
– Although she couldn’t offer a good explanation, Mary
dropped out of the race.
For variety, begin a sentence with a descriptive
phrase:
– Believing in his theory, the scientist continued on with his
research.
12. Number 4: Show Good Form
Use Parallelism
Items in a series should be listed using the
same part of speech:
– The new vice-president is skilled, enthusiastic,
and you can depend on her (try: dependable).
– Taking the time to get to know the athlete will
result in earning her respect, reduce (try:
reducing) her anxiety, and gain (try: gaining)
her trust.
13. Number 3: Keep it Simple
Write Clearly and Concisely
Use strong verbs instead of weak ones:
– Not ―gave a summary of‖ but “summarize”
– Not ―came to the realization‖ but “realized”
Use concise phrases instead of wordy ones:
– Not ―a lot of‖ but “many”
– Not ―at a rapid rate‖ but “rapidly”
– Not ―it is our opinion that‖ but “we think”
– Not ―due to the fact that‖ but “because”
14. Number 3: Keep it Simple
Write Clearly and Concisely
Use concise prepositions instead of wordy
ones:
– Not ―with the exception of‖ but “except for”
– Not ―in order that‖ but “so”
– Not ―in the process of‖ but “during”
15. Number 2: Keep it Clear
Use Pronouns Cautiously
Pronouns have to agree in number and
gender to the words to which they refer:
– Someone left their book on the table.
(incorrect—should be ―his or her book”)
– I’m going to miss you like a child misses their
blanket. (incorrect—try “like children miss their
blanket”)
The noun to which the pronoun refers must
be clear:
– Joe told Jim his car was stolen. (incorrect)
16. Number 1: Leave Time and Energy for
a Great Finish
Write a memorable CONCLUSION:
– Summarize your paper but consider the BIG
PICTURE.
Remember to PROOFREAD:
– Read your paper out loud to yourself or to
someone else.
Come up with a great TITLE:
– Whether you write it first or last, a thoughtful title,
gives your paper a polished look.
17. Other Things To Do . . .
Write with someone from your class or with a group
from your class. Read each other’s writing out loud.
Call or email Christine McLaughlin, Director of the
Academic Success Center/Writing & Math Center, if
you need help with any of these tips: 617-928-7323
or cmclaughlin@mountida.edu
Visit the Writing & Math Center in ATC 306.
Make an appointment at the Writing Center: 617-
928-7322!