| This is the time of year when many students are | | | | for the next idea. What words and concepts are |
| beginning their final papers. Whether you are | | | | you discussing at the beginning of the next |
| writing a master’s thesis, graduate paper, or | | | | paragraph? Then use words or phrases that are |
| undergraduate essay, you need to submit a great | | | | relevant to that information. You might even use |
| paper. The reason is simple: you want to get a | | | | some of the same words. Your paragraph |
| good grade in your course. In many academic | | | | transition tells the reader, “Here’s what |
| courses, the final paper carries the most weight | | | | we discussed, and here’s what we will discuss |
| for your final grade, and this means the final | | | | next.” The overall result is that your ideas |
| paper needs to be well written. | | | | naturally flow from one to the next, and the |
| Based on many years of assisting students with | | | | entire paper will be more cohesive and focused on |
| their academic paper (and acquiring multiple | | | | the thesis statement. |
| advanced degrees myself!), I have five | | | | 3. Facts and logic |
| recommendations for writing a great paper. | | | | Support your ideas with credible facts. This means |
| RECOMMENDATIONS FOR WRITING A GREAT | | | | that you need to do your research. You can write |
| PAPER | | | | a beautiful paper, but if your information is wrong, |
| 1. Paper organization – the big issues | | | | or if you base your ideas on incorrect facts, you |
| All academic papers, from essays to theses, | | | | may receive a failing grade. This also applies to |
| follow the same major outline. In the first | | | | how you discuss your information. Make sure that |
| paragraph or two, you establish the context for | | | | your conclusions are supported by the evidence |
| your topic. For example, you might discuss why | | | | you provide. They must be logical. Any time you |
| the topic is important. You can provide | | | | use words like “therefore,” and |
| background information about an issue or the | | | | “thus,” pay careful attention to the logic. |
| current status of the situation about which you | | | | These words mean that the next statement is |
| are writing. You may explain why the topic is | | | | the logical conclusion of the information you just |
| relevant to the reader. You will write a thesis | | | | provided. Make sure that this is true. |
| statement, the one or two-sentence statement | | | | 4. Writing quality |
| of your main theme, at or near the end of this | | | | The writing mechanics (spelling and grammar) |
| section. | | | | must be correct. That’s a given. If you are |
| In the body of your paper, you provide specific | | | | not sure about the writing mechanics in your |
| details, explanations, facts, evidence, and | | | | paper, get help. Don’t depend on your word |
| arguments relevant to the thesis statement. In a | | | | processors spelling and grammar checker. Spell |
| 5 paragraph essay, the body is paragraphs 2 | | | | checkers won’t tell you which possible spelling |
| through 4. (If you are using a 5 paragraph essay | | | | is the correct one, and grammar checkers are |
| outline, you will provide the context in paragraph | | | | very often incorrect. |
| one.) The body of the paper is organized around | | | | Writing mechanics are not the most important |
| a series of main ideas. Discuss one idea at a time, | | | | part of good writing. Clear writing is more |
| and only discuss one idea per paragraph. | | | | important. Stick to simple sentences and put the |
| In the conclusion of the paper, you provide | | | | subject, verb, and object in order. Many students |
| summary information and restate your thesis | | | | try to cram too much information in one |
| statement in a new way. If you have done your | | | | sentence, and this often leads to confusing |
| job in the body of the paper, your thesis | | | | sentences. If you find yourself adding many |
| statement will be the obvious conclusion. | | | | descriptions or descriptive phrases in your |
| Depending on the type of paper you are writing, | | | | sentence, consider breaking the sentence into 2 |
| you also might address counter-arguments, | | | | sentences. |
| provide action steps for the reader, propose next | | | | The best strategy for determining the quality of |
| steps, or discuss how your conclusions are | | | | your own writing is to read it aloud. Really. Read it |
| relevant to current and future situations. | | | | aloud. If you stumble over some words, your |
| 2. Paragraph organization | | | | reader will, too. You might find some confusing |
| The paragraph is the basic writing unit for | | | | passages, sections that don’t make sense to |
| communicating an idea. Each paragraph discusses | | | | you, even though you wrote them! These |
| one, and only one, idea. Paragraph length depends | | | | sections need to be edited. |
| on the breadth of the idea you choose. While the | | | | 5. Editing |
| paragraph length might be only one sentence, this | | | | You should never submit a first draft. Unless you |
| is not recommended for academic papers. | | | | are writing your paper the night before it is due, |
| Generally, a paragraph needs 3 to 10 sentences. | | | | put your paper away for a day or more. Then |
| (If you have more than 10 sentences, you | | | | print it double-spaced and read it aloud. Analyze |
| probably need more paragraphs.) | | | | your paper based on the guidelines above. Make |
| Similar to the overall organization, a paragraph | | | | notes in the margins and in between lines about |
| begins with context. You introduce the idea to the | | | | how it can be improved. You might also need to |
| reader, answering the same types of questions | | | | get help at this stage. Finally, sit down at your |
| that you addressed in the beginning of the paper. | | | | computer and address your comments. Repeat |
| The beginning of the paragraph provides context; | | | | this process as needed. |
| the body of the paragraph provides supporting | | | | CONCLUSION |
| information and discussion. The end of a | | | | When you write a great paper, a great essay, or |
| paragraph has two functions. First, it provides a | | | | a great thesis, you can expect a great grade. |
| concluding statement about the idea. You will write | | | | These paper guidelines will help you do that if you |
| your most important statement at the end of the | | | | apply them carefully. They can be summed up as |
| paragraph. Second, it creates a paragraph | | | | three recommendations. 1) Organize your |
| transition to the next idea. | | | | information logically. 2) Write clearly. 3) Get help if |
| Creating paragraph transitions can be difficult, but | | | | needed. This might be the most important paper |
| it is necessary. Paragraph transitions inform the | | | | you submit during the semester, so make sure it |
| reader (your professor) how the ideas are related | | | | is great! |
| to each other. Think critically about the context | | | | |