Suggestions for writing papers that earn an A in Stengel’s Class:

Please notice that I have attempted to organize these suggestions using common language discussed in class and used in the Milford Graduation Writing Rubric. I am open to debate on these suggestions, as I believe that such conversation will make either you or me or both of us better writers.

Purpose:

Your paper has an original title that is insightful and relevant to the paper purpose.

Organization:

• Provide an introduction that opens with a rhetorical question, relevant quote, provocative statement, or anecdote.

• Thesis sentence is ONE SENTENCE that states the purpose of the essay and the intended claims that the essay will make. Typically this sentence is at the end of the introduction paragraph. This sentence is not embedded in the middle of the paragraph.

• Transitions are used correctly.

• Avoid ending a paragraph with new information like a quote. Remember, you always need to elaborate after a quote.

• Always lead in a quote or follow a quote with a relevant phrase or phrases. Never present a quote on its own in a sentence and then elaborate in another sentence. Try combining sentences that you may have written this way.

• Your concluding paragraph restates the thesis in a fresh and relevant way and ends with an insightful statement that wraps up the critical journey you have taken the reader through. You do not introduce any new claims in this paragraph.

Each body paragraph:

• Begins with a topic sentence (claim)

• Followed by evidence from the text(s) (support)

• And sentences that comment on how the support relates to the claim (elaboration).

• You might follow this formula multiple times within a paragraph, but you will have only one topic sentence and each piece of support should point to your original claim and be followed with elaboration. Address your support in chunks that can be easily understood by your reader.

Use of language:

• Avoid Clichés

• In most cases, spell out numbers.

• Avoid weak subjects in your sentences. “It is” is a weak phrase to open a sentence and "thing" is vague.

• Use action verbs.

• Avoid Contractions (Use “do not” rather than don’t)

• Avoid Passive voice (unless you are strategically using passive voice, avoid it). Look for "be" verbs as an easy way to work on passive voice. Circle all “be” verbs “be, is, are, am, was, and were”. Now recast your sentence(s) so they do not include the “be” verb but maintain clear and active voice.

• Write about literature in present tense.

• Avoid the pronouns “I” and “You” in the formal essay when discussing the meaning of your analysis. The reader knows that the thoughts in the paper are yours if they are not cited, and you should never tell the reader what to think or assume information about the reader.

• You avoid repetitive language unless it is thematic. Your word choice provides another level a meaning through tone. Your sentence structures are varied to provide a rhythm to the paper as well as develop the paper beyond the level of what is directly stated. This level goes beyond what you directly state and develops levels of implication without being vague. These techniques are used with the purpose to advance the papers rhetorical richness. You may wish to play with parallelism as well as Greek conventions such as hyperbole and the figurative and sound device techniques we have discussed in class.

Follow MLA

Please Note: I understand that some of the information here is debatable depending on who is writing and I know that some professional writers do not follow these guidelines. Please know that you are welcome to not follow these conventions, however, know that I will be grading with them in mind, and you will need to request a session to prove to me that your choice to go against these conventions was a conscious one that improves your paper or achieves some other higher cause. This session will need to happen in a conversation or be the purpose of another short paper. Once convinced, I will adjust my grade when possible.