BCC Writing Center
Writing & Revising Checklist: Elements of Effective (Academic) Writing
What follows is a checklist of criteria that you can consider as you write and/or revise. These criteria do not represent "universal" criteria for academic discourse, since there isn't ONE academic discourse; criteria vary, depending on the academic discipline (such as sociology or biology), the writing assignment (a research paper or lab report), the professor/teacher (different instructors have varied purposes in assigning a writing assignment and stress different elements) and other factors. But we believe that MOST disciplines require and expect certain generic standards, such as a thesis or purpose, organization, and clarity. Please check with your professors/instructors to clarify their requirements and criteria for writing assignments.
___ Purpose/thesis: state your purpose/aims and include a manageable (not too big! not too limited to sustain discussion) thesis. This thesis should be based on a question/series of analytical questions or problem(s) you want to investigate. Remember to ask yourself why your thesis matters.
___ Organization: provide your readers with a "map" -- directions about where you're headed, a logical sequence or interrelationship of ideas (including starting and ending points -- or an origin and destination).
____ Transitions/connections: Your organization needs to include transitions (or route markers?) between paragraphs, indicating when you're moving from one facet of the discussion to another.
___ Clarity: Make your ideas accessible to your readers. Say what you want to say as clearly and directly as possible, with minimal ambiguity (without sacrificing the other elements on this list).
___ Complexity: Acknowledge the complexities of the ideas/concepts you're discussing. Critical readers are suspicious of reductive, polarized positions ("This is good; that is bad.") Don't try to take the easy way out of an argument by reducing it to an oversimplified dichotomy. Predict counterpositions or counterarguments (you strengthen your position by anticipating your opponents and providing evidence to support your points -- see "Development/ illustrations/ evidence").
___ Analysis: Go beyond a superficial explanation of what is said in an idea/position/text/etc. Uncover assumptions, note where arguments provide or lack sustained logic or evidence, ask "why" over and over. Show that you've read your and other authors' texts closely -- between the lines.
___ Development/illustrations/evidence: When you make a statement, observation, argument, contention, etc. OR when you quote/paraphrase, provide adequate analysis/argument, supported with examples or illustrations. Anticipate readers' questions ("WHY do you think this...?").
___ Point-of-view/author's presence: In some writing, your audience doesn’t want you to hide behind the supposedly objective third-person pronoun (one); when you present your position/view point, say it's yours: use the first-person ("I"). Check with your professor/instructor; find out if s/he prefers the use of first-person, third-person, or a combination of pronouns.
___ Cite sources: If you use someone else's words and/or ideas, you need to give him/her credit, even if you don't quote exactly. And you need to provide a "Works Cited" page. (Check with the Writing Center for related handouts).
___ Edit, proofread, spell-check: Many readers and writers view grammar and mechanics as means of making your writing more "readable" and easier to follow. You might lose readers' appreciation if you haven't taken the time and effort to make sure your final draft makes sense, is error-free and spell-checked. If your readers aren't distracted by surface errors, they'll be able to focus on (and appreciate) the context of your text. (See Writing Center Handout, Grammar, Puntuation, Proofreading: Editing Your Writing )
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