Here are a few general tips, hints and insights for your writing.
Verbs: Strong verbs in your academic writing more fully engage the reader in your ideas.
catalogs ; presents ; contrasts ; substantiates; debates ; states ; continues ; creates; develops ; clarifies ; responds ; guides; implies ; proposes ; compares ; underlines; perpetuates ; frames ; alludes to ; moves ; emphasizes ; recalls ; informs ; balances ; confirms ; relates ; details ; differentiates ; facilitates ; depicts ; critiques ; expresses ; classifies ; reveals ; bolsters ; portrays ; provokes ; conveys ; validates ; characterizes ; raises ; gathers ; articulates ; promotes ; suggests ; shows ; insinuates ; illustrates ; defends ; strengthens ; expands ; elevates ; implements ; establishes ; reinforces ; collates ; revitalizes ; concludes ; reduces ; categorizes ; correlates to ; verifies ; represents ; generates ; asserts ; propels ; builds ; supports ; integrates ; employs ; advocates ; identifies ; elicits ; persuades ; highlights
Adverbs: You shouldn't be using them. Why? Saying I am "really tired" is the same as "I am tired." If you really want to show the degree to which you are tried, include details: "I am so tired I fell asleep while I was walking down the sidewalk."
Authentic Voice: Do not "over write." It usually elicits a "Hunh?" from readers, and it may come across as inauthentic.
I.e.: Whitman's magnum opus of poetry can be viewed through the lens of the spiritual soul as a neo-proselytizing to readers for further exploration of the infinite magnitude.
Comma splices: Do not link independent clauses with a comma. This requires you to be aware [after that first draft maybe] when a thought is complete and when/how to start a new one.
NO: Gatsby is focused on his dream, his focus is undeniably visible to everyone living in East and West Egg.
YES: Gatsby is focused on his dream, and his focus is undeniably visible to everyone living in East and West Egg.
Cliches: They are overused phrases. Writing is about finding a way to express your ideas in a unique way. Cliches are the opposite of unique.
Contractions: If you're writing an argumentative or explanatory piece, you probably don't want to use them. Why? They are viewed as establishing an informal voice. Those types of writing are a bit more formal, and spelling out a contraction has a more formal feel to it.
Can't, don't, wouldn't --> becomes --> cannot, do not, would not
Economical writing: economy can be generally defined as the "careful management of resources"—in this cases words. Consider: Does every single word in this sentence need to be (t)here?
Evidence & MLA Form: Takes small bites, and combines observation and analysis. For more information, please see Purdue University.
Purdue OWL: MLA In-Text Citation Formatting and General Paper Formatting
From Jonathan Freeman's "Grammarrrggh"
Exemplar—a citation/item of evidence facilitating ideas: Furthermore, the repetition of the phrase “[g]ive up” (25; 26) emphasizes how people are bound to abandon their dreams without the guidance of a mentor, despite the effort and sacrifices already put into achieving it.
Example of what-not-to-do—a citation/item of evidence seamlessly embedded that does not facilitate ideas: The miner had “sacrificed everything” (26) to do what he wanted, but got so frustrated that he decided to give up.
"Flow": This is a pet peeve of mine. This word is thrown around in English classrooms, but it means too many things all at once. Get at what you actually are implying when you use this word. Name it. Refer to the stylistic convention of what you're actually getting at. It is too much of a "catch-all."
BAD: "The poem flows well..." [What: stanza development, organization, line length, imagery compounds, use of punctuation, enjambment, line breaks?]
Better: "The poem's syntax in lines 9-10 develop a series of images that..."
Better: "The use of long sentences from the start of the paragraph leads readers to the short sentences Hemingway provides at the end..."
Better: "The line breaks in each stanza use enjambment to develop..."
Its/It's:
Its: possessive. i.e.: Constant company wears out its welcome.
It's: a contraction meaning "it is." i.e.: It's going to rain today ---> It is going to rain today.
Literary Present Tense: Whenever possible, you should write in the literary present tense. Why? Meaning-making happens "in the moment" and "as we think." Sometimes it is necessary use a past tense verb when summarizing. You can do it, but do so sparingly.
NO: Holden explored his identity when he...
YES: Holden explores his identity when he...
Names on 1st/future reference: On 1st reference, refer to an author by their full name. One second reference refer to them by their LAST name [not their first name].
NO: Walt Whitman...[sentence one].... Subsequently Walt...[sentence two]
YES: Walt Whitman...[sentence one]... Subsequently Whitman....[sentence two]
Passive Voice: You want to be using active voice, not passive voice. Active voice has the subject of the sentence performing the action expressed in the verb.
NO: The boy was bit by the dog. [PASSIVE]
YES: The dog bit the boy. [ACTIVE]
Parallel Structure: The parts of your sentences [especially around conjunctions] must be built with the same or "parallel" units.
See Owl at Purdue
NO: Mary likes hiking, swimming, and to ride a bicycle.
Paper heading: Please format the top of your paper according to MLA style.
See [half way down there is an example]: https://owl.english.purdue.edu/owl/resource/747/01/
Read aloud during revision/editing: Sometimes students will sit down with me, and I will read them a section of a paper or a sentence that I thought sounded awkward. When I do this, their face scrunches up, as if they know that what I've read sounds funky and awkward. You can hear what your words sound like—if it sounds awkward—if you read your paper aloud to yourself. Will your family think you're crazy? Maybe. Such is the price of becoming a better writer.
"Situation": Do not refer to a character's "situation." This is a term that is much too general. Name the situation. Give it context: characters, setting, tension, outcome, etc.
NO: Holden's situation is tough because he is struggling.
YES: Holden's desire to save other young people from their impending loss of innocence is reflected in his desire to be the "catcher in the rye"—a job that a person cannot literally have.
Syntax: This refers to the arrangement of your words. How about Yoda from Star Wars? George Lucas decided to write Yoda's lines having inverted syntax because it makes the character sound wise and full of good ideas. In academic writing, your syntax in independent clauses should be clear: subject—verb—object. Check your sentences for clear subjects, engaging verbs, and insightful ideas later in the sentence.
Yoda says: "Do well you will."
We would say: "You will do well."
"Than/Then": It's an honest mistake when we mix these up, but it will mess up the phrasing of your sentence.
Than: degree/extent [I have more M&Ms than Bob.]
Then: sequence or ordering [I am going to the store, and then I will go to the gym.]
If you invert them, your sentence will read very awkwardly. [i.e.: I have more M&Ms then Bob. Hunh?]
Their/there/they're: Please be sure you know the difference between these and when to use them.
Their: possessive [i.e: Their car is scratched.]
There: place/when in doubt, use this one [i.e.: Put the car over there. OR There is going to be cake at the party. Hooray!]
They're: "people are"/they are [i.e.: They're going to get here at 3 p.m.]
"Things": It is a general word that is a place holder for something much more specific.
NO: There are many things troubling Richard Cory, but the reader does not know what they are.
YES: The fact that the author does not explore the burdens troubling Richard Cory forces the reader to speculate...
"This/that/these": Starting a sentence of explanation or analysis with these words is too general. Rename your idea with different words.
These ideas express individuality because...
The proclamation of "self" and industriousness express individuality because...
Titles in your writing:
Books [movies/albums]: The Great Gatsby
Poems [chapter titles/song names]: "Song Of Myself"
Two/too/to: Know the difference between them, and use them correctly.
Two: a number. i.e.: We have two dogs.
Too: degree/extent. i.e.: There is too much food on the table.
To: infinitive verb/preposition. i.e.: I would like you to go to the store.
Personal pronouns: Generally, you do not use "I, you, we" in argumentative or explanatory writing. Why? If a writer uses "you," the tone of the writing is more conversational and not remaining objective about the ideas the author is engaging with. Never use "I," as it tends to erode the authority with which the student makes their claim. The reader knows it's your idea [your name is likely on the paper after all]. Remain objective and stay based in what the author is trying to get readers to consider.
I do, however, sometimes ask students to use personal pronouns in their writing. Please just heed the advice/directions we go over in class. If there's a question or you feel unclear, please ask for clarification.
Argumentative Writing
When pointing out opposing arguments (Cons):
Opponents of this idea claim/maintain that…
Those who disagree/ are against these ideas may say/ assert that…
Some people may disagree with this idea,
Some people may say that…however…
When stating specifically why they think like that:
They claim that…since…
Reaching the turning point:
However,
But
On the other hand,
Things To Consider With Compare/Contrast papers:
Topic sentences [a thought]: Although Thoreau values ___________, Willy Loman's realization at the end of Death of a Salesman highlights his desire for _____ and _______.
How paragraphs function: https://owl.english.purdue.edu/owl/resource/606/1/
So much to balance. How do you be concise?: https://owl.english.purdue.edu/owl/resource/572/1/
Comparing: https://owl.english.purdue.edu/owl/owlprint/737/
C/C papers: https://www.sbcc.edu/clrc/files/wl/downloads/WritingaCompareContrastEssay.pdf