Top Ten ways to fix your writing problems
- Improve by crafting a strong thesis statement, organizing
your ideas effectively, and using concrete language.
- Make your writing clear and compelling by avoiding vague
assertions, using examples, and writing in the active voice.
- To do effective proofreading and editing, take breaks before
reviewing, read your work aloud, get feedback from other people, and use computer grammar
tools and spell-checkers.
- Mistakes to watch out for include inappropriate tone, poor organization, incorrect formatting,
and mechanical errors like spelling and grammar mistakes.
On a course evaluation form for a course that I recently taught, a student wrote:
"Change the professor's attitude toward the necessity of grammar skills. There seemed to be
much more comments about grammer than need be."
Sadly, that student believed
I was concerned only about grammar and other writing issues, and the student obviously did not
share my passion for them.
Be articulate, clear, and persuasive
- 10. It is polite to point!
- Your paper will likely drift, if it does not grow out of a workable thesis (or main point)
statement. A good main point statement does two things: it will state in
affirmative terms what you intend to prove in your paper (its main point), and it will lay out a
plan for accomplishing this. Here's an example thesis: "World War 1 resulted from a series
of tensions that developed among European nations at the turn of the century. Among these were
imperialism, militarism, and an unstable alliance system."
- 9. Sometimes it pays to be narrow-minded.
- Students often try to do too much in a piece of writing (short essay or longer research
paper). The average term paper cannot possibly contain everything there is to say about a
subject. Look again at the sample thesis above. It narrows the discussion to just three aspects of
World War I.
- 8. Sink rocks; don't skip stones.
- Pursue a few things in depth. No one wants to read something that merely mentions a slew
of things. It is better to say a lot about a few things than a tiny bit about a lot of things. So,
examine a limited number of issues in detail. Think of the difference between skipping a stone
across a pond versus heaving in a big rock. Rocks make big waves; little stones barely trouble the
- 7. Oh yeah, says who?
- Do not use a quote unless you make clear in the text who it is you're quoting. Do not try to
accomplish this with just a footnote. Instead, identify the speaker in the text like this:
According to historian Mary Beth Norton, "The prosperity of the late Gilded Age largely
ignored industrial workers."
- 6. So what?
- Your research will turn up data that is very significant, as well as things that are simply
trivia. Your job is to sift through and analyze material. A particular detail might intrigue you,
but if it doesn't relate closely to your thesis, it's not relevant. Anticipate that your readers will ask
"so what?" questions. Unless you say why something is important, readers may see it as simply
- 5. Finish your veggies ... and your thoughts!
- Tell the entire story, and tell your reader why you have included what you chose. Things
may be clear in your mind. However, your audience can only read what's on the paper. They
cannot peer into your mind.
- 4. One good example is worth a thousand colorful adjectives.
- Be specific. Every time you make a point, use an example to illustrate it. Any hack can
come up with a string of adjectives. Good writers make their work come alive with examples that
render ideas tangible and real. Don't tell me something was "really bad." Explain what made it
- 3. Who in the world are "the people?"
- Avoid constructing categories so general that their comprehensiveness makes them
questionable and meaningless. Be concrete and specific. For example: "The Indians" is a
vague phrase. "Cherokees in southwest Georgia in the 1820s" is specific. Or, the "American
people," "French people," or "Japanese people" as a whole have never agreed on a single thing.
So, do not say they did. Tell me which people you mean.
- 2. Don't put socks in your underwear drawer.
- The vast majority of "organizational" problems occur when writers do not keep related
material in the same place. Thoroughly discuss a topic, then move on to a different point. For
example, if you're discussing indigenous people and slaves in a paper, discuss each separately.
Don't begin discussing indigenous people; switch to slaves and then jump back to indigenous
people. Your paper should be like an orderly chest of drawers, with each distinct item in its own
- 1. Proofread and edit.
- Careful proofreading and editing is the number one way to
improve your writing. Sadly, few students do it well. Careless errors, clunky phrases, spelling
mistakes, and deplorable grammar abound. Student writers sometimes think they're done once
they put the final period on the page. Not so. Read your work. If what you've written sounds
wrong to you, it will likely not sound any better to someone else. Remember: Not knowing how
to spell something is not a sin. It is a sin not to look it up.
Based on material by Rob Weir, Bay Path College. Originally published in
The Teaching Professor. Used and edited with permission.
Characteristics of a piece of inadequate student writing
- Has an inappropriate tone, such as:
- Too personal
- Disrespectful or sarcastic
- A preachy ending
- Pompous or artificially "academic"
- Too chatty or colloquial
- Does not follow assignment directions
- Does not seem to be arguing anything
- Is rambling or even incoherent (rambles on and on without saying much of anything)
- Has no thesis or "main point " statement
- Is full of vague assertions
- Says things that are inadequately supported with hard data, examples, or evidence of
- Sounds like a busywork exercise (does not explain things for a more general audience than the
professor, nor does it take itself seriously as a piece of writing someone would actually want to
- Is poorly organized
- Does not follow an introduction-body-conclusion structure
- Too wordy or redundant
- Is poorly presented as an academic paper (No title, no page numbers, or other necessary
aspects of paper format)
- Does not use the correct style (APA, MLA, Turabian)
- Sounds plagiarized
- Does not properly document secondary source material (from web pages, journals, and
- Uses screwy sentences that make no sense
- Overuses to be verbs
- Contains jargon
- Uses faulty parallelism
- Overuses passive voice
- Misuses terminology particular to a content area
- Is full of spelling errors or irritating mechanical errors
- Sentence fragments
- Comma splices
- Run-on and fused sentences (joining two sentences together with just "and" or nothing at
- Apostrophe errors
- Mixing up or misspelling of simple words (confusing their, they're, there; too, to, two; its,
- Incorrect verb forms (He had went)
- Subject/verb agreement errors (such as leaving off the -s for third person singular present
- Repeatedly or illogically switches from present to past and back again
-- Howard Culbertson
Writing with pizzazz
How to write clearly and persuasively
Doing something with pizzazz means doing it with flair, energy and excitement.
Though few of us aspire to win Pulitzer Prizes with our writing, we do want our writing to
be a credit to us.
In her book Writing on the Job: Quick, Practical Solutions to All Your Business Writing
Problems, author Cosmo Ferrara tells how to add pizzazz to
- Turn being verbs into doing ones.
Verbs such as is, are, were, and has been can make your writing sound
flat and bureaucratic. Change being verbs into doing ones to turn dull writing into
engaging prose. For example:
Being verbs: "I was at the church last week, and was given a tour of
Doing verbs: "I visited the church last week and toured the building."
- Write concretely instead of abstractly.
Expressing your thoughts
concretely gives the reader a clear picture of what you are saying. Having trouble thinking of
concrete phrases to replace abstract ones? Then, think of how you would communicate those
same ideas in a conversation. We tend to speak in a more concrete manner than we write.
- Write precisely.
Imprecise writers use extra
words and syllables. Precise writers use fewer words to communicate the same ideas. As you
proofread, look for places to substitute one word for two of them or a
shorter word for a longer one.
- Ask rhetorical questions.
As you write, think of the questions that might
pop into your readers' minds. For example: "What purpose do rhetorical questions serve?"
Because human beings are curious, rhetorical questions encourage people to continue reading.
They will start looking for an answer to the question you have posed.
- Personalize large numbers.
When readers think information affects them personally, they will pay more attention.
Engage your readers by expressing numbers in human or visual terms. Here's an example:
Original sentence: "There are 200,000 car accidents due to drunk
driving in this country each year."
Improved version: "One in three car accidents in our city involves a drunk
- Write in the active voice.
Passive sentences: "At last week's meeting, it was agreed that the old
software must be replaced."
Active voice: "At our last meeting, we agreed to replace the old software."
If you need to conceal the person or group's identity, use the passive voice. Otherwise, write in
the active voice.
Adapted from an article in "The
Office Professional," Used with permission and under the "fair use" provisions of U.S.
How can I be a better proofreader?
Want to eliminate small, annoying errors in your writing?
|Like most college professors, I've
seen lots of hilarious errors in student-written papers. Here are two recent ones which would
have been caught by good proofreading:
- "There were a lot of times where Jesus would speak to huge crows such as at the
Sermon on the Mount."
- "What struck me most was the way they embarrassed the
Eliminate distracting errors
Do you proofread your writing? If you don't take that last-minute look for mistakes before
handing in papers, you may let some errors slip by that will affect your grade. Just depending on a
computer spell-check will not be enough.
- Never proofread anything immediately after you have written it.
Take a break after you've written something. When you come back to it, the document will
look fresh, and you'll be more likely to notice mistakes.
- Try proofreading from the bottom up. This will force you to focus on individual
words rather than on meaning.
- Read your papers out loud.
Not only will you catch typographical errors by reading aloud, you are also more likely to
hear incorrect or awkward phrasing.
- Use your computer's spell- and grammar-check features.
processing programs highlight spelling and grammar mistakes on
screen. Grammarly is an app that will be helpful!
- Proofread twice.
- First, read a paper through for content. Ensure that all of the information is correct.
- Once you are satisfied with the content, read through the paper again, checking spelling and
- Don't do all your proofreading on the computer screen.
Mistakes are easier to
catch on paper (what some call "hard copy") than they are on computer screens.
- Develop a buddy system in which someone else proofreads everything you write.
You know what you meant to say. Thus, although your eye sees an error, it may not
register in your mind. Since your brain "knows" what is supposed to be there, another person
proofreading your written work will often spot more errors in your writing than you can.
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