The Writing Process: General Tips 

Professors have their own methods of preparing students for their papers. This methodology varies, and as the course level increases, fewer professors give out instructions. The following is a compilation of preparation points some professors have given their students in their classes. The assumption is that students will follow these guidelines prior to writing and handing in a paper. In a semi-random order: 

Discuss the topic with the Professor. Most professors hand out a paper topic in class. If it seems unclear, ask the professor for help. It is impossible to write a coherent paper without understanding the question. 

Check the Course Reserves. Some professors use the reserve room to display examples of good writing. These models will help a student understand the expectations of the professor. 

Use verbs. Students forget to use verbs from time to time. It seems a basic grammatical mistake, but some students believe that clauses can stand on their own as a complete thought. 

Read your paper out loud. If a student is unsure of the structure of the paper, or whether it makes sense, reading the paper out loud proves to be the best exercise for making sense out of it. 

Spell-check your paper. There is absolutely no excuse for misspelled words. Very few word processors are incapable of performing a spell-check, and all of the computers in the computing center have one. With such an accessible resource, it should be used. 

Quotations. Quotations should accomplish two goals. They should weave into the body of the paper, and they should serve as a topic of discussion within the framework of the paper. A quote should be included only if it is discussed in the body of the paper. If an idea is taken from another reading it is better to paraphrase (and still cite), which allows for a better flowing paper. 

Use Small Words. There is no need to impress a professor. Using words that seem excessively large is unnecessary. If it seems that a larger word would help get a point across, be sure to understand its definition and use. 

Be Concise. Get to the point of a paper right away. Talking around the subject can only confuse the reader and muddle an argument. Short concise papers are just as elegant and eloquent as long wordy papers. 

Page Limits. Although they are more a suggestion than requirement, page limits are given for a purpose. If a professor suggests a certain page limit, then the professor believes that an argument can be made and supported within that framework. Too short a paper may not cover enough material, while too long a paper may be over-ambitious and not succinct enough. 

The Introduction. The introduction to a paper should explain everything the paper is intended to do. There is no need for excessive detail, but the introduction should inform the reader of the thesis and the progression the paper will take to prove it. 

Topic Sentences. After making an introduction, students should make sure that the topic sentence of every paragraph is in line with the introduction. Furthermore, the text of the paragraph should correspond to the topic sentence. 

Appearance. Papers should be typed, double-spaced, stapled and pages numbered. 

Style. Most papers work best when they have a clear introduction, development and conclusion. In the introduction state the problem to be addressed, the attempted answer, and the program of the paper (major points, etc.). In the body, explain the details: the reading, events, trends, etc. Also, use the body to clearly develop the argument. The conclusion should compliment the introduction by reinforcing the points of the introduction, while explaining why they are correct in the context of the paper.