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From Writing Resources Center

Welcome to the Beaufort Community College Writing Guide

Writing Center Fellows: John Miller and Alton Tisdale

Faculty: Mike Davis

This wiki was created to provide students with writing resources to enhance their writing experiences in all content areas of the college. It provides information to answer questions that may range from: "What does my instructor expect in this assignment?" to "Where do I start?" to "What's a thesis?" to "Do I need a comma?" to "How do I cite my sources?" This wiki is organized by the elements and terminology of the writing process. You may also gain access to specific elements of writing through the divisions of the wiki by the navigation sections on the left. You may also use the the"Contents Index" below.

To begin, think of a writing assignment not only as a final product but also as a process. If you can manage the process effectively, you will produce a better product and most importantly, earn a better grade (and possibly even learn something). This process is not always sequential but it does address all of the elements you need to consider to write efficiently and effectively.

This wiki is organized from the beginning of the writing process, analyzing your assignment and forming your ideas about the subject, to the end of the process, the final editing of your assignment. You will also encounter the terminology of writing that you may see on other writing sites and in textbooks.Knowledge and use of these terms will improve your ability to discover other writing resources.

Beginning the Writing Assignment

Formation of Ideas : Rhetorical Modes/Patterns of Communication

Formation is a process for you to begin to shape and organize your writing to address the specific requirements of the writing assignment. You may begin by defining the verb(s) your instructor used in the writing assignment. These verbs (explain, analyze, evaluate, etc.) are crucial to determine the pattern of thought you must use to write the assignment. For a list of these verbs and the patterns of thought associated with them view this link. [1]

You may also begin to form your thinking and writing by considering the type of writing assigned. Is it an argument, an art review, a resume, a narrative,etc.? These types of writing are frequently called rhetorical modes or patterns of communication. Typical rhetorical modes are explained here. [2] [3] [4] [5] Other patterns of organization that may help form your writing are on this link. [6].Another mode is the synthesis.[7][8]If your writing assignment is an abstract,see this.[9]Another common writing assignment is a summary. [10][11][12]

English 111,the required course,assigns writing assignments that use these specific rhetorical modes:narration/description,[13][14][15][16] classification/division,[17][18] comparison/contrast,[19][20]causal analysis,[21][22]and argument.[23][24]

If you are assigned a research paper this link provides an introduction to all of the components of research. [25]There is also a section on this wiki,"Research Essays and Citing Sources", that explains all aspects of the research paper.

Different content areas may influence the instructor's assignment and the formation your ideas. Is your assignment in science, history, art, business, etc? Find your content area or type of writing in these links. [26].[27] If you have a writing assignment in mathematics, see these.[28][29]

Formation of Ideas : Freewriting and Brainstorming

You have choices as you begin to form and organize your ideas about the subject of your writing. Regardless of the choice(s), it is important to begin to "put words to paper." Many students choose to freewrite or focus free write. For an explanation of free writing and its importance, see [30] [31]

You may also consider graphic organizers. Graphic organizers are important visuals to generate ideas and to organize ideas into common forms of writing and thinking.These sites explain graphic organizers and list examples you may use.[32][33]

Mind mapping is another process to brainstorm.[34]

Formation of a Controlling Idea

After you have discovered your ideas and knowledge about the subject of your writing, you will have to state the controlling or unifying idea of your writing. For many writing assignments this unifying idea is expressed in a thesis statement or purpose statement.Arguments are unified by a claim.All of these statements have three essential qualities. The statement must restrict the general subject to the specific elements of the subject in your writing. The statement must unify these elements into the structure of organization that you will use in your writing. The statement must use precise vocabulary to clarify the terms of your writing.Most important, this statement is a "contract" between you and your reader.You must "deliver" what you promise.

To see the difference between a thesis and a purpose statement.[35]

For more information about thesis statements see [36][37][38][39]

For examples of different thesis statements. [40]

For more information about claims and arguments, see. [41] [42] [43] [44]

Organizing Ideas

At this point, many students determine their structure of organization to develop their unifying idea (thesis, claim, etc.) To some extent, the rhetorical mode or the instructor's specific instructions for the writing assignment will determine your structure. You may also consider this to organize your ideas.[45]Creating an outline may be helpful.To understand the importance of an outline and to create an outline,see these links.[46] [47][48] Again, graphic organizers will be useful for organizing your ideas.

Writing the Assignment

Writing and Drafting

As you begin to write drafts of your assignment,there are usually three elements to consider:an effective beginning,a unified and developed middle and an effective conclusion.

Effective Introductions :

Introducing your subject(s) is essential to effective writing.It is the "map" for what follows. The introduction of the writing assignment is not necessarily restricted to one paragraph. You have various choices. No matter how you choose to introduce your paper, there are essential components. Effective introductions introduce and clarify the controlling idea of your paper, typically a thesis or claim, or a statement of purpose and it also establishes your audience. Your instructor is not always your audience.If you're confused about audience, see this link.[49] It can answer some fundamental questions about writing for different audiences.

These links provide some essential information for your introduction.[50] [51][52]

Always remember that you will probably revise the introduction after you have written the other elements of your draft.This revision is almost always necessary.

Effective Paragraphing

Following the introduction are the paragraphs that organize and develop the subject of the assignment. Effective paragraphs are unified with the controlling idea (thesis, claim, purpose statement), are coherent and are developed. There are also transitions between paragraphs. A paragraph functions as a unified part of the whole. A topic sentencemost frequently establishes the unity with the controlling idea, and the sub-topic to be developed.

See the following links to write effective paragraphs.[53][54] [55][56] This link explains topic sentences.[57]

For information about paragraph transitions,see.[58] [59]

Effective Conclusions

Many writing assignments need a conclusion to indicate that your writing is complete, that you did not simply decide to stop writing. As with the introduction, you have several choices to complete your writing.See these links to avoid the "in conclusion" paragraph. [60] [61] [62]

Effective Sentences : Sentence Fluency

Effective sentences are fluent sentences.Sentence fluency establishes the "flow" or continuity of the ideas in sentences that develop the purpose of your writing. Sentence fluency consists of both the order of words in a sentence - the sentence syntax - and the transitions and connections between sentences- the sentence coherence. If your sentences lack fluency as the result of awkward syntax or faulty coherence, the development of your ideas and your writing will lack clarity and sequence. For help with sentence structure,see this.[63] See this link for syntax.[64] For information on coherence see.[65] [66][67] See the following links to improve your sentence fluency.[68][69] [70] This link provides simple rules for fluent sentences.[71] You may also find these links helpful.[72] [73] Many problems with sentence structure result from confusion about active and passive voice.The misuse of passive voice frequently creates awkward syntax.These links clarify active and passive voice and when and how to avoid passive voice.[74][75][76]

Effective Word Choice : Diction

Your choice of words, your diction, is a significant aspect of sentence fluency. To express your ideas clearly and effectively, your word choices should be both precise and appropriate to your audience. Do not use words that seem to sound "impressive" or "learned." Use words that are precise to your meaning. Use this dictionary onelook.com to discover precise and multiple definitions, or to find synonyms for words.

See the following links for other considerations for word choice/diction: [77] [78]

Effective Voice

Another important element of effective writing is voice. Voice is a quality that distinguishes your writing because it is your unique style of sentence fluency and word choice. Voice is what "speaks" to your reader/audience.It creates and interaction between you and the reader/audience. Your voice should be natural and honest, not forced and awkward. Your voice reflects your ability to use language to write about the subject that is not a "monotone." It is the quality that separates your writing from other "anonymous" students. To determine whether or not your writing has a voice, consider these questions as you, or someone else, reads your writing:

Does my writing reflect an awareness of my audience? Does my sentence fluency and word choice sound "honest" and reflect my unique perspective; or is it monotone?

Consider the following links to further help you establish voice in your writing.[79] [80]

Conventions of Writing : Grammar, Punctuation, and Mechanics

The essence of effective writing is clarity. If your paper isn't clear, it doesn't work. The conventions of English, grammar, punctuation, and mechanics, are the foundation of this clarity. Conventions are the writing "rules of the road." If your writing doesn't conform to these rules, you will not be able to communicate your ideas clearly. You may choose the HyperGrammar site to begin to evaluate your mastery of conventions, if you're unsure. You may also want to look at this comprehensive Guide to Grammar and Writing, which can easily be used as a "field guide."[81]These are clear explanations of common errors.[82][83]

This is an excellent site to help with grammar,punctuation and mechanics.[84]

For help with commas and semicolons.[85] [86][87]

For help with correct verb tense and verb agreement,see these.[88] [89] [90][91]

For help with pronouns and pronoun agreement,see these.[92] [93][94] [95]

Finishing the Writing Assignment

Revision, Editing, and Proofreading

Revisions to your original draft add the "polish" to a final draft that will earn a higher grade. When you revise, you read your writing with a reader's critical eye. You re-examine the writing, organization, and development of your ideas, and re-write accordingly. It may also be necessary to restructure paragraphs to improve clarity. You must consider your entire thinking process and its coherence.This site will help with proofreading.[96]

You may also use a "reverse outline" to evaluate unity,organization and development.[97] [98][99]

After revising your original draft, you must proofread and edit your draft. Proofreading is reading to correct errors in conventions and spelling. Do not rely on your computer's spell check and grammar check. These checks may be helpful for some obvious errors,but these checks are not complete.For example, spell checks cannot distinguish between spelling or usage errors,eg."there,"their","your","you're","to", "two","too." See these links.[100] [101][102]

You may very well be tired of drafting, but careful proofreading and editing eliminates those errors that result in a lower grade, errors that cause you to kick yourself when your assignment is returned.Take a break before you edit and proofread,but don't wait until the last moment.

When your writing assignment is returned your instructor may use editing symbols to evaluate your writing.Common symbols are here.[103][104][105]

Research Essays and Citing Sources

Research is frequently a critical element in academic writing. Below are three comprehensive sites to help you conduct your research and to write the essay. as well as guides for conducting electronic research,library research and field research.[106] [107][108]

You may use this site for electronic research: [109]

You may use this site for library research: [110]

You may use this site for field research: [111]

To cite your sources of research into the text of your essay and to create a "Works Cited" page see these complete links.[112] [113] [114]

To understand a paraphrase and a direct quote,see. [115][116] [117] Here are tips to paraphrase.[118]

To understand and avoid plagiarism in note-taking and in writing the research paper see. [119][120]

Research writing assignments require paragraphs that integrate quotes and paraphrases to develop and support your ideas.The following sites explain this integration.[121][122][123]

Research/Library Resources

The BCCC Library/LRC provides access to essential resources in a variety of formats to support educational, research and public services. Through the LRC website, library users have 24/7 access to many resources including the online catalog,Community College Libraries in North Carolina, CCLNC, NCLIVE an extensive collection of full text databases and CREDO, a collection of full text reference books. These online resources are available to help students locate research materials that are credible and reliable. Students should utilize these vetted resources to begin the research process. The library staff is available for assistance.