{"id":604,"date":"2016-02-29T15:31:47","date_gmt":"2016-02-29T15:31:47","guid":{"rendered":"https:\/\/courses.candelalearning.com\/lumencollegesuccess\/?post_type=chapter&#038;p=604"},"modified":"2016-05-09T21:43:42","modified_gmt":"2016-05-09T21:43:42","slug":"writing-strategies","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/nvrcte-sandbox-collegesuccess\/chapter\/writing-strategies\/","title":{"raw":"Writing Strategies","rendered":"Writing Strategies"},"content":{"raw":"<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1110\/2016\/02\/29152501\/4465714643_fff74abebb_z.jpg\" rel=\"attachment wp-att-605\"><img class=\"aligncenter size-full wp-image-605\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1110\/2016\/02\/29152501\/4465714643_fff74abebb_z.jpg\" alt=\"Two open journals on a table\" width=\"640\" height=\"426\" \/><\/a>\r\n<blockquote>It ain\u2019t whatcha write, it\u2019s the way atcha write it.\u00a0\u2014Jack Kerouac, author<\/blockquote>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\nBy the end of this section, you will be able to:\r\n<ul>\r\n\t<li>Describe the purpose of writing assignments and what an instructor might expect to see from your writing<\/li>\r\n\t<li>Identify common types of writing tasks in a college class<\/li>\r\n\t<li>Understand and utilize writing-process steps for the development of\u00a0academic writing<\/li>\r\n\t<li>Differentiate between revision\u00a0and proofreading, and explain the value of each<\/li>\r\n\t<li>Identify\u00a0strategies for ethical use of sources in writing<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2 class=\"p1\">Why Do Writing Skills Matter?<\/h2>\r\n<p class=\"p1\"><span class=\"s1\">Obviously you can write. And in the age of Facebook and smartphones, you may\u00a0be writing all the time\u2014perhaps more often than speaking. Many students today are awash in text like no other generation before. <\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">So why spend yet more time and attention on writing skills? Research shows that <strong>deliberate practice<\/strong>\u2014that is, close focus on improving one\u2019s skills\u2014makes all the difference in how one performs. Revisiting the craft of writing\u2014especially early in\u00a0college\u2014will improve your writing much more than simply producing page after page in the same old way. Becoming an excellent communicator will save you a lot of time and hassle in your studies, advance your career, and promote better relationships and a higher quality of life off the job. Honing your writing is a good use of your scarce time. <\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">Also, consider this: a recent survey of employers conducted by the Association of American Colleges and Universities found that 89 percent of employers say that colleges and universities should place more emphasis on \u201cthe ability to effectively communicate orally and in writing.\u201d[footnote] Hart Research Associates, Raising the Bar: Employers\u2019 Views on College Learning in the Wake of the Economic Downturn, <a href=\"http:\/\/www.aacu.org\/leap\/documents\/2009_EmployerSurvey.pdf\" target=\"_blank\">http:\/\/www.aacu.org\/leap\/documents\/2009_EmployerSurvey.pdf<\/a>, 9.[\/footnote] It was the single-most favored skill in this survey. In addition, several of the other valued skills are grounded in written communication: \u201cCritical thinking and analytical reasoning skills\u201d (81 percent); \u201cThe ability to analyze and solve complex problems\u201d (75 percent); and \u201cThe ability to locate, organize, and evaluate information from multiple sources\u201d (68 percent). This emphasis on communication probably reflects the changing reality of work in the professions. Employers also reported that employees will have to \u201ctake on more responsibilities,\u201d \u201cuse a broader set of skills,\u201d \u201cwork harder to coordinate with other departments,\u201d face \u201cmore complex\u201d challenges, and mobilize \u201chigher levels of learning and knowledge.\u201d[footnote] Ibid., 5.[\/footnote] <\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">If you want\u00a0<\/span><span class=\"s1\">to be a professional who interacts frequently with others, you have to be someone who can anticipate and solve complex problems and coordinate your work with others,[footnote]Hart Research Associates, It Takes More Than a Major: Employer Priorities for College Learning and Student Success. <a href=\"http:\/\/www.aacu.org\/sites\/default\/files\/files\/LEAP\/2013_EmployerSurvey.pdf\" target=\"_blank\">http:\/\/www.aacu.org\/sites\/default\/files\/files\/LEAP\/2013_EmployerSurvey.pdf<\/a>.[\/footnote] all of which depend on effective communication. <\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">The pay-off from improving your writing comes much sooner than graduation. Suppose you complete about 40 classes for a 120-credit bachelors\u2019 degree, and\u2014averaging across writing-intensive and non-writing-intensive courses\u2014you produce about 2,500 words of formal writing per class. Even with that low estimate, you\u2019ll write 100,000 words during\u00a0your college career. That\u2019s roughly\u00a0equivalent to a 330-page book. <\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">Spending a few hours sharpening your writing skills will make those 100,000 words much easier and more rewarding to write. All of your professors care about good writing.<\/span><\/p>\r\n\r\n<h3 class=\"p1\">It's Different from\u00a0High School<\/h3>\r\n<blockquote>\r\n<p class=\"p1\">Because most professors have different expectations, it can be tricky knowing what exactly they\u2019re looking for. Pay attention to the comments they leave on your paper, and make sure to use these as a reference for your next assignment. I try to pay attention and adapt to the professor\u2019s style and preferences. \u2014Aly Button,\u00a0SUNY\u00a0student<\/p>\r\n<\/blockquote>\r\n<p class=\"p1\"><span class=\"s1\">By the end of high school you probably mastered many of the key conventions of standard academic English, such as paragraphing, sentence-level mechanics, and the use of thesis statements. The essay portion of the SAT measures important skills such as organizing evidence within paragraphs that relate to a clear, consistent thesis, and choosing words and sentence structures to effectively convey your meaning. These practices are foundational, and your teachers have given you a wonderful gift in helping you master them. However, college writing assignments require you to apply those skills to new intellectual challenges. Professors assign papers because they want you to think rigorously and deeply about important questions in their fields. <\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">To your instructors, writing is for working out complex ideas, not just explaining them. A paper that would earn a top score on the SAT might only get a C or D in a college class if it doesn\u2019t show original and ambitious thinking. <\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">Professors look at you as independent junior scholars and expect you to\u00a0write as someone who has a genuine, driving interest in tackling a complex question. They envision you approaching an assignment without a preexisting thesis. They expect you to look deep into the evidence, consider several alternative explanations, and work out an original, insightful argument that you actually care about.\u00a0<\/span><\/p>\r\n\r\n<div class=\"textbox exercises\">\r\n<h3>Activity: Examining Your Writing Assignments<\/h3>\r\n<h4>Objective<\/h4>\r\n<ul>\r\n\t<li>Describe the purpose of writing assignments and what an instructor might expect to see from your writing<\/li>\r\n\t<li>Identify common types of writing tasks in a college class<\/li>\r\n<\/ul>\r\n<h4>Directions<\/h4>\r\n<ul>\r\n\t<li>Review the syllabi for courses you're taking this term. Make note of the writing-based assignments you'll be asked to complete for each course you're taking. For each one, identify the following:\r\n<ul>\r\n\t<li>what kind of writing task it is (essay, journal, memo, annotated bibliography, online discussion, scientific report, etc.)<\/li>\r\n\t<li>how much of your course grade it represents<\/li>\r\n\t<li>how much time you estimate it will take you to complete<\/li>\r\n\t<li>what the purpose of the assignment seems to be - why it is a graded requirement of the class<\/li>\r\n<\/ul>\r\n<\/li>\r\n\t<li>Compare the list you've generated with a small group of your classmates. How do their lists of writing assignments compare to your own? What are some common factors across writing assignments? What are some notable differences?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2 class=\"p1\">What to Do With Essay Assignments<\/h2>\r\n<p class=\"p1\">Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you'll need to do, in what order, and how it will be graded. Some assignments are very open-ended, leaving you to determine the best path toward answering the project. Most fall somewhere in the middle, containing details about some aspects but leaving other assumptions unstated. It's important to remember that your first resource for getting clarification about an assignment is your instructor\u2014she or he will be very willing to talk out ideas with you, to be sure you're prepared at each step to do well with the writing.<\/p>\r\n<p class=\"p1\">Most writing in college will\u00a0be a direct response to class materials\u2014an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories.<\/p>\r\n\r\n<h3 class=\"p1\">Summary Assignments<\/h3>\r\n<p class=\"p1\">Being asked to summarize a source is a common task\u00a0in many types of writing. It can also seem like a straightforward task: simply restate, in shorter form, what the source says. A lot of advanced skills are hidden in this seemingly simple assignment, however.<\/p>\r\n<p class=\"p1\">An effective summary does the\u00a0following:<\/p>\r\n\r\n<ul>\r\n\t<li class=\"p1\">reflects your accurate understanding of a source's thesis or purpose<\/li>\r\n\t<li class=\"p1\">differentiates between major and minor ideas in a source<\/li>\r\n\t<li class=\"p1\">demonstrates your ability to identify key phrases to quote<\/li>\r\n\t<li class=\"p1\">demonstrates your ability to effectively paraphrase most of the source's ideas<\/li>\r\n\t<li class=\"p1\">captures the tone, style, and distinguishing features of a source<\/li>\r\n\t<li class=\"p1\">does not reflect your personal opinion about the source<\/li>\r\n<\/ul>\r\nThat last point is often the most challenging: we are opinionated creatures, by nature, and it can be very difficult to keep our opinions from creeping into a summary, which is meant to be completely neutral.\r\n<p class=\"p1\">In college-level writing, assignments that are <em>only<\/em> summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology\u00a0report that explains what happened during a\u00a0chemical process, to an analysis essay that requires you to explain\u00a0what several prominent positions about gun control are,\u00a0as a component of\u00a0comparing them against one another.<\/p>\r\n\r\n<h3 class=\"p1\">Defined-Topic Assignments<\/h3>\r\n<p class=\"p1\">Many writing tasks will\u00a0ask you to address a particular topic or a narrow set of topic options. Even with the topic\u00a0identified, however,\u00a0it can sometimes be difficult to determine what aspects of the writing will be most important when it comes to grading.<\/p>\r\n<p class=\"p1\">Often, the handout or other written text explaining the assignment\u2014what professors call the <strong><span class=\"s1\">assignment prompt<\/span><\/strong>\u2014will explain the purpose of the assignment, the required parameters (length, number and type of sources, referencing style, etc.), and the criteria for evaluation. Sometimes, though\u2014especially when you are new to a field\u2014you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment. No one is doing anything wrong in a situation like that. It just means that further discussion of the assignment is in order. Below\u00a0are some tips:<\/p>\r\n\r\n<ol class=\"ol1\">\r\n\t<li class=\"li2\"><strong>Focus on the <\/strong><span class=\"s1\"><strong>verbs<\/strong>. <\/span>Look for verbs like <em>compare, explain, justify, reflect<\/em>, or the all-purpose <em>analyze<\/em>. You\u2019re not just producing a paper as an artifact; you\u2019re conveying, in written communication, some intellectual work you have done. So the question is, what kind of thinking are you supposed to do to deepen your learning?<\/li>\r\n\t<li class=\"li2\"><strong>Put the assignment in context<\/strong>. Many professors think in terms of <span class=\"s1\">assignment sequences. <\/span>For example, a social science professor may ask you to write about a controversial issue three times: first, arguing for one side of the debate; second, arguing for another; and finally, from a more comprehensive and nuanced perspective, incorporating text produced in the first two assignments. A sequence like that is designed to help you think through a complex issue.\u00a0If the assignment isn\u2019t part of a sequence, think about where it falls in the span of the course (early, midterm, or toward the end), and how it relates to readings and other assignments. For example, if you see that a paper comes at the end of a three-week unit on the role of the Internet in organizational behavior, then your professor likely wants you to synthesize that material in your own way.<\/li>\r\n\t<li class=\"li2\"><strong>Try a free-write<\/strong>. A free-write is when you just write, without stopping, for a set period of time. That doesn\u2019t sound very \u201cfree\"; it actually sounds kind of coerced, right? The \u201cfree\u201d part is <i>what <\/i>you write\u2014it can be whatever comes to mind. <span class=\"s1\">Professional writers use free-writing <\/span>to get started on a challenging (or distasteful) writing task or to overcome writer's block or a powerful urge to procrastinate. The\u00a0idea is that if you just make yourself write, you can\u2019t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free write are all variations on \u201cI don\u2019t understand this\u201d or \u201cI\u2019d really rather be doing something else,\u201d eventually you\u2019ll write something like \u201cI guess the main point of this is . . . ,\u201d and\u2014booyah!\u2014you\u2019re off and running.<\/li>\r\n\t<li class=\"li2\"><strong>Ask for clarification<\/strong>. Even the most carefully\u00a0crafted assignments may need some verbal clarification, especially if you're new to a\u00a0course or field.\u00a0Try to convey to your instructor that you want to learn and you\u2019re ready to work, and not just looking for advice on how to get an A.<\/li>\r\n<\/ol>\r\n<p class=\"p1\"><span class=\"s1\">Although the topic may be defined,\u00a0you can't just grind out four or five pages of discussion, explanation, or analysis. It may seem strange, but even when you're asked to \"show how\" or \"illustrate,\" you're still being asked to make an argument. You must shape and focus that discussion or analysis so that it supports a <b>claim <\/b>that you discovered and formulated and that all of your discussion and explanation develops and supports.\u00a0<\/span><\/p>\r\n<p class=\"p1\">Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter.<\/p>\r\n\r\n<h3 class=\"p1\">Undefined-Topic Assignments<\/h3>\r\nAnother writing assignment you'll potentially encounter is one in which\u00a0the topic may be only broadly identified\u00a0(\"water conservation\" in an ecology course, for instance, or \"the Dust Bowl\" in a U.S. History course), or even completely open (\"compose an argumentative research essay on a subject of your choice\").\r\n\r\nWhere defined-topic essays demonstrate your knowledge of the <em>content<\/em>, undefined-topic assignments are used to demonstrate your <em>skills\u2014<\/em>your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process.\r\n<p class=\"p1\">The first hurdle with this type of task is to find a focus that interests you. Don't just pick something you feel will be \"easy to write about\"\u2014that almost always turns out to be a false assumption. Instead, you'll get the most value out of, and find it easier to work on, a topic that intrigues you personally in some way.<\/p>\r\n<p class=\"p1\">The same getting-started ideas described for\u00a0defined-topic assignments will help with these kinds of projects, too. \u00a0You can also try talking with your instructor or a writing tutor (at your college's writing center) to help brainstorm ideas and make sure you're on track. You want to feel confident that you've got a clear idea of what it means to be successful in the writing and not\u00a0waste time working in a direction that won't be\u00a0fruitful.<\/p>\r\n\r\n<h2 class=\"p1\">The Writing Process<\/h2>\r\nThe following\u00a0video provides an excellent overview of research essays, one of the most common kinds of writing assignments you're likely to encounter in college.\r\n\r\nhttps:\/\/youtu.be\/6Jgwc3sXLCc\r\n\r\nNo writer, not even a professional, composes a perfect draft in her first attempt. Every writer fumbles and has to work through a series of steps to arrive at a high-quality\u00a0finished project.\r\n\r\nYou may have encountered these steps as assignments in classes\u2014draft a thesis statement; complete an outline; turn in a rough draft; participate in a peer review. The further you get into higher education, the less often these steps will be completed as part of class.\r\n\r\nThat's not to say that you won't still need to follow these steps on your own time. It helps to recognize that these steps, commonly referred to as the<strong> writing process<\/strong>, aren't rigid and prescribed. \u00a0Instead, it can be liberating to see them as flexible, allowing you to adapt them to your own personal habits, preferences, and the topic at hand. \u00a0You will probably\u00a0find that your process changes, depending on the type of writing you're doing and your comfort level with the subject matter.\r\n\r\nConsider the following\u00a0flowchart of the writing process:\r\n\r\n<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1110\/2016\/02\/29195154\/Writing_Toolkit_Infographic-e1345138403308.jpg\" rel=\"attachment wp-att-619\"><img class=\"aligncenter wp-image-619\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1110\/2016\/02\/29195154\/Writing_Toolkit_Infographic-e1345138403308.jpg\" alt=\"Flowchart illustrated with cartoon figures. Title: Research Paper Writing. First step: Come up with a topic\/question. What do you want to answer with your paper? Next, Do your research. Learn research strategies from the UBC Learning Commons Library Research Toolkit. Next, Develop a thesis\/outline. Come up with a &quot;working&quot; thesis, an argument that might change but will help you direct your paper. Next, write a draft. Try to set a word count that you want to achieve each day and stick to it! Next, Edit\/review. Read your paper out loud to catch mistakes and check to see if your paper makes sense. At the bottom is a logo for University of British Columbia, a place of mind, and learningcommons.ubc.ca@UBCLearn.\" width=\"500\" height=\"1000\" \/><\/a>\r\n\r\nThe flowchart\u00a0is a helpful visualization of the steps involved, outside of the classroom, toward completing an essay. \u00a0Keep in mind that it isn't always a linear process, though. It's okay to loop back to earlier steps again if needed. For instance, after completing a draft, you may realize that a significant aspect of the topic is missing, which sends you back to researching. \u00a0Or the process of research may lead you to an unexpected subtopic, which shifts your focus and leads you to revise your thesis. Embrace the circular path that writing often takes!\r\n<h3>Revision and Proofreading<\/h3>\r\nThese last two stages of the writing process are often confused with\u00a0each\u00a0other, but they mean very different things, and serve very different purposes.\r\n\r\n<strong>Revision<\/strong> is literally \"reseeing.\" It asks a writer to step away from a piece of work for a significant\u00a0amount of time and return later to see it with new eyes. \u00a0This is why the process of producing\u00a0multiple drafts of an essay is so important. \u00a0It allows some space in between, to let thoughts mature, connections to arise, and gaps in content or an argument\u00a0to appear. It's also difficult to do, especially given that most college students face tight time lines to get big writing projects done. Still, there are some tricks to help you\u00a0\"resee\" a piece of writing when you're short on time, such as reading a paper backward, sentence by sentence, and reading your work aloud. \u00a0Both are ways of reconceptualizing your own writing so you approach it from a fresh perspective. Whenever possible, though, build in at least a day or two to set\u00a0a draft aside\u00a0before returning to work on the final version.\r\n\r\n<strong>Proofreading<\/strong>, on the other hand, is the very last step taken\u00a0before turning in a project. This is the point where spelling, grammar, punctuation, and formatting all take center stage.\r\n<blockquote>\r\n<p class=\"p1\"><span class=\"s1\">Learn these rules, and if you hate them, learn to love them. In college, writing stops being about \u201chow well did you understand fill-in-the-blank\u201d and becomes \u201chow professionally and strongly do you argue your point.\u201d Professionalism, I have found, is the key to the real world, and college is, in part, preparing you for it. If you do not learn how to write in a way that projects professionalism (i.e., these rules), then expect to get, at best, Cs on your papers. \u2014Kaethe Leonard, SUNY student<\/span><\/p>\r\n<\/blockquote>\r\n<p class=\"p1\">A person can be the best writer in the world and still be a terrible proofreader. It's okay not to memorize every rule out there, but know where to turn for help. Utilizing the grammar-check feature of your word processor is a good start, but it won't solve every issue (and may\u00a0even cause a few itself).<\/p>\r\n<p class=\"p1\">Your campus tutoring or writing center is a good place to turn for support and help. \u00a0They will NOT proofread your paper for you, but they will offer you strategies for how to spot issues that are a pattern in your writing.<\/p>\r\n<p class=\"p1\">Finding a trusted person to help you edit is perfectly ethical, as long as that\u00a0person offers you advice and doesn't actually do any of the writing for you. Professional writers rely on outside readers for both the revision and editing process, and it's a good practice for you to do so, too.<\/p>\r\n\r\n<h2 class=\"p1\">Using Sources<\/h2>\r\nCollege courses offer a few opportunities for writing that won't require using outside resources. \u00a0Creative writing classes, applied lab classes, or field research classes will value what you create\u00a0entirely from your own mind or from the work completed\u00a0for the class. For most college writing, however, you will need to consult at least one outside source, and possibly more.\r\n\r\nThe following\u00a0video provides a helpful overview of the ways in which sources are used most effectively and responsibly in academic writing.\r\n\r\nhttps:\/\/youtu.be\/u6Pxx5q2u5g\r\n\r\nNote that this video models MLA-style citations. This is one of several different styles you might be asked to practice within your classes. \u00a0Your instructors should make it clear which of the major styles they expect you to use in their courses: MLA (Modern Language Association), APA (American Psychological Association), Chicago, or another.\r\n\r\nRegardless of the style, the same principles are true any time a source is used: give credit to the source when it is used in the writing itself, as well as in a bibliography (or Works Cited page, or References page) at the end.\r\n<h2>Resources for Academic Writing<\/h2>\r\n<ul>\r\n\t<li><a href=\"http:\/\/writingcommons.org\/\" target=\"_blank\">Writing Commons<\/a><\/li>\r\n\t<li><a href=\"https:\/\/courses.candelalearning.com\/styleforstudents\/\" target=\"_blank\">Style for Students<\/a><\/li>\r\n\t<li><a href=\"http:\/\/writingcenter.unc.edu\/handouts\/\" target=\"_blank\">Handouts from the Writing Center at UNC-Chapel Hill<\/a><\/li>\r\n<\/ul>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/899","rendered":"<p><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1110\/2016\/02\/29152501\/4465714643_fff74abebb_z.jpg\" rel=\"attachment wp-att-605\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-605\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1110\/2016\/02\/29152501\/4465714643_fff74abebb_z.jpg\" alt=\"Two open journals on a table\" width=\"640\" height=\"426\" \/><\/a><\/p>\n<blockquote><p>It ain\u2019t whatcha write, it\u2019s the way atcha write it.\u00a0\u2014Jack Kerouac, author<\/p><\/blockquote>\n<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<p>By the end of this section, you will be able to:<\/p>\n<ul>\n<li>Describe the purpose of writing assignments and what an instructor might expect to see from your writing<\/li>\n<li>Identify common types of writing tasks in a college class<\/li>\n<li>Understand and utilize writing-process steps for the development of\u00a0academic writing<\/li>\n<li>Differentiate between revision\u00a0and proofreading, and explain the value of each<\/li>\n<li>Identify\u00a0strategies for ethical use of sources in writing<\/li>\n<\/ul>\n<\/div>\n<h2 class=\"p1\">Why Do Writing Skills Matter?<\/h2>\n<p class=\"p1\"><span class=\"s1\">Obviously you can write. And in the age of Facebook and smartphones, you may\u00a0be writing all the time\u2014perhaps more often than speaking. Many students today are awash in text like no other generation before. <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">So why spend yet more time and attention on writing skills? Research shows that <strong>deliberate practice<\/strong>\u2014that is, close focus on improving one\u2019s skills\u2014makes all the difference in how one performs. Revisiting the craft of writing\u2014especially early in\u00a0college\u2014will improve your writing much more than simply producing page after page in the same old way. Becoming an excellent communicator will save you a lot of time and hassle in your studies, advance your career, and promote better relationships and a higher quality of life off the job. Honing your writing is a good use of your scarce time. <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Also, consider this: a recent survey of employers conducted by the Association of American Colleges and Universities found that 89 percent of employers say that colleges and universities should place more emphasis on \u201cthe ability to effectively communicate orally and in writing.\u201d<a class=\"footnote\" title=\"Hart Research Associates, Raising the Bar: Employers\u2019 Views on College Learning in the Wake of the Economic Downturn, http:\/\/www.aacu.org\/leap\/documents\/2009_EmployerSurvey.pdf, 9.\" id=\"return-footnote-604-1\" href=\"#footnote-604-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> It was the single-most favored skill in this survey. In addition, several of the other valued skills are grounded in written communication: \u201cCritical thinking and analytical reasoning skills\u201d (81 percent); \u201cThe ability to analyze and solve complex problems\u201d (75 percent); and \u201cThe ability to locate, organize, and evaluate information from multiple sources\u201d (68 percent). This emphasis on communication probably reflects the changing reality of work in the professions. Employers also reported that employees will have to \u201ctake on more responsibilities,\u201d \u201cuse a broader set of skills,\u201d \u201cwork harder to coordinate with other departments,\u201d face \u201cmore complex\u201d challenges, and mobilize \u201chigher levels of learning and knowledge.\u201d<a class=\"footnote\" title=\"Ibid., 5.\" id=\"return-footnote-604-2\" href=\"#footnote-604-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a> <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">If you want\u00a0<\/span><span class=\"s1\">to be a professional who interacts frequently with others, you have to be someone who can anticipate and solve complex problems and coordinate your work with others,<a class=\"footnote\" title=\"Hart Research Associates, It Takes More Than a Major: Employer Priorities for College Learning and Student Success. http:\/\/www.aacu.org\/sites\/default\/files\/files\/LEAP\/2013_EmployerSurvey.pdf.\" id=\"return-footnote-604-3\" href=\"#footnote-604-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a> all of which depend on effective communication. <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">The pay-off from improving your writing comes much sooner than graduation. Suppose you complete about 40 classes for a 120-credit bachelors\u2019 degree, and\u2014averaging across writing-intensive and non-writing-intensive courses\u2014you produce about 2,500 words of formal writing per class. Even with that low estimate, you\u2019ll write 100,000 words during\u00a0your college career. That\u2019s roughly\u00a0equivalent to a 330-page book. <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Spending a few hours sharpening your writing skills will make those 100,000 words much easier and more rewarding to write. All of your professors care about good writing.<\/span><\/p>\n<h3 class=\"p1\">It&#8217;s Different from\u00a0High School<\/h3>\n<blockquote>\n<p class=\"p1\">Because most professors have different expectations, it can be tricky knowing what exactly they\u2019re looking for. Pay attention to the comments they leave on your paper, and make sure to use these as a reference for your next assignment. I try to pay attention and adapt to the professor\u2019s style and preferences. \u2014Aly Button,\u00a0SUNY\u00a0student<\/p>\n<\/blockquote>\n<p class=\"p1\"><span class=\"s1\">By the end of high school you probably mastered many of the key conventions of standard academic English, such as paragraphing, sentence-level mechanics, and the use of thesis statements. The essay portion of the SAT measures important skills such as organizing evidence within paragraphs that relate to a clear, consistent thesis, and choosing words and sentence structures to effectively convey your meaning. These practices are foundational, and your teachers have given you a wonderful gift in helping you master them. However, college writing assignments require you to apply those skills to new intellectual challenges. Professors assign papers because they want you to think rigorously and deeply about important questions in their fields. <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">To your instructors, writing is for working out complex ideas, not just explaining them. A paper that would earn a top score on the SAT might only get a C or D in a college class if it doesn\u2019t show original and ambitious thinking. <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Professors look at you as independent junior scholars and expect you to\u00a0write as someone who has a genuine, driving interest in tackling a complex question. They envision you approaching an assignment without a preexisting thesis. They expect you to look deep into the evidence, consider several alternative explanations, and work out an original, insightful argument that you actually care about.\u00a0<\/span><\/p>\n<div class=\"textbox exercises\">\n<h3>Activity: Examining Your Writing Assignments<\/h3>\n<h4>Objective<\/h4>\n<ul>\n<li>Describe the purpose of writing assignments and what an instructor might expect to see from your writing<\/li>\n<li>Identify common types of writing tasks in a college class<\/li>\n<\/ul>\n<h4>Directions<\/h4>\n<ul>\n<li>Review the syllabi for courses you&#8217;re taking this term. Make note of the writing-based assignments you&#8217;ll be asked to complete for each course you&#8217;re taking. For each one, identify the following:\n<ul>\n<li>what kind of writing task it is (essay, journal, memo, annotated bibliography, online discussion, scientific report, etc.)<\/li>\n<li>how much of your course grade it represents<\/li>\n<li>how much time you estimate it will take you to complete<\/li>\n<li>what the purpose of the assignment seems to be &#8211; why it is a graded requirement of the class<\/li>\n<\/ul>\n<\/li>\n<li>Compare the list you&#8217;ve generated with a small group of your classmates. How do their lists of writing assignments compare to your own? What are some common factors across writing assignments? What are some notable differences?<\/li>\n<\/ul>\n<\/div>\n<h2 class=\"p1\">What to Do With Essay Assignments<\/h2>\n<p class=\"p1\">Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you&#8217;ll need to do, in what order, and how it will be graded. Some assignments are very open-ended, leaving you to determine the best path toward answering the project. Most fall somewhere in the middle, containing details about some aspects but leaving other assumptions unstated. It&#8217;s important to remember that your first resource for getting clarification about an assignment is your instructor\u2014she or he will be very willing to talk out ideas with you, to be sure you&#8217;re prepared at each step to do well with the writing.<\/p>\n<p class=\"p1\">Most writing in college will\u00a0be a direct response to class materials\u2014an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories.<\/p>\n<h3 class=\"p1\">Summary Assignments<\/h3>\n<p class=\"p1\">Being asked to summarize a source is a common task\u00a0in many types of writing. It can also seem like a straightforward task: simply restate, in shorter form, what the source says. A lot of advanced skills are hidden in this seemingly simple assignment, however.<\/p>\n<p class=\"p1\">An effective summary does the\u00a0following:<\/p>\n<ul>\n<li class=\"p1\">reflects your accurate understanding of a source&#8217;s thesis or purpose<\/li>\n<li class=\"p1\">differentiates between major and minor ideas in a source<\/li>\n<li class=\"p1\">demonstrates your ability to identify key phrases to quote<\/li>\n<li class=\"p1\">demonstrates your ability to effectively paraphrase most of the source&#8217;s ideas<\/li>\n<li class=\"p1\">captures the tone, style, and distinguishing features of a source<\/li>\n<li class=\"p1\">does not reflect your personal opinion about the source<\/li>\n<\/ul>\n<p>That last point is often the most challenging: we are opinionated creatures, by nature, and it can be very difficult to keep our opinions from creeping into a summary, which is meant to be completely neutral.<\/p>\n<p class=\"p1\">In college-level writing, assignments that are <em>only<\/em> summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology\u00a0report that explains what happened during a\u00a0chemical process, to an analysis essay that requires you to explain\u00a0what several prominent positions about gun control are,\u00a0as a component of\u00a0comparing them against one another.<\/p>\n<h3 class=\"p1\">Defined-Topic Assignments<\/h3>\n<p class=\"p1\">Many writing tasks will\u00a0ask you to address a particular topic or a narrow set of topic options. Even with the topic\u00a0identified, however,\u00a0it can sometimes be difficult to determine what aspects of the writing will be most important when it comes to grading.<\/p>\n<p class=\"p1\">Often, the handout or other written text explaining the assignment\u2014what professors call the <strong><span class=\"s1\">assignment prompt<\/span><\/strong>\u2014will explain the purpose of the assignment, the required parameters (length, number and type of sources, referencing style, etc.), and the criteria for evaluation. Sometimes, though\u2014especially when you are new to a field\u2014you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment. No one is doing anything wrong in a situation like that. It just means that further discussion of the assignment is in order. Below\u00a0are some tips:<\/p>\n<ol class=\"ol1\">\n<li class=\"li2\"><strong>Focus on the <\/strong><span class=\"s1\"><strong>verbs<\/strong>. <\/span>Look for verbs like <em>compare, explain, justify, reflect<\/em>, or the all-purpose <em>analyze<\/em>. You\u2019re not just producing a paper as an artifact; you\u2019re conveying, in written communication, some intellectual work you have done. So the question is, what kind of thinking are you supposed to do to deepen your learning?<\/li>\n<li class=\"li2\"><strong>Put the assignment in context<\/strong>. Many professors think in terms of <span class=\"s1\">assignment sequences. <\/span>For example, a social science professor may ask you to write about a controversial issue three times: first, arguing for one side of the debate; second, arguing for another; and finally, from a more comprehensive and nuanced perspective, incorporating text produced in the first two assignments. A sequence like that is designed to help you think through a complex issue.\u00a0If the assignment isn\u2019t part of a sequence, think about where it falls in the span of the course (early, midterm, or toward the end), and how it relates to readings and other assignments. For example, if you see that a paper comes at the end of a three-week unit on the role of the Internet in organizational behavior, then your professor likely wants you to synthesize that material in your own way.<\/li>\n<li class=\"li2\"><strong>Try a free-write<\/strong>. A free-write is when you just write, without stopping, for a set period of time. That doesn\u2019t sound very \u201cfree&#8221;; it actually sounds kind of coerced, right? The \u201cfree\u201d part is <i>what <\/i>you write\u2014it can be whatever comes to mind. <span class=\"s1\">Professional writers use free-writing <\/span>to get started on a challenging (or distasteful) writing task or to overcome writer&#8217;s block or a powerful urge to procrastinate. The\u00a0idea is that if you just make yourself write, you can\u2019t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free write are all variations on \u201cI don\u2019t understand this\u201d or \u201cI\u2019d really rather be doing something else,\u201d eventually you\u2019ll write something like \u201cI guess the main point of this is . . . ,\u201d and\u2014booyah!\u2014you\u2019re off and running.<\/li>\n<li class=\"li2\"><strong>Ask for clarification<\/strong>. Even the most carefully\u00a0crafted assignments may need some verbal clarification, especially if you&#8217;re new to a\u00a0course or field.\u00a0Try to convey to your instructor that you want to learn and you\u2019re ready to work, and not just looking for advice on how to get an A.<\/li>\n<\/ol>\n<p class=\"p1\"><span class=\"s1\">Although the topic may be defined,\u00a0you can&#8217;t just grind out four or five pages of discussion, explanation, or analysis. It may seem strange, but even when you&#8217;re asked to &#8220;show how&#8221; or &#8220;illustrate,&#8221; you&#8217;re still being asked to make an argument. You must shape and focus that discussion or analysis so that it supports a <b>claim <\/b>that you discovered and formulated and that all of your discussion and explanation develops and supports.\u00a0<\/span><\/p>\n<p class=\"p1\">Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter.<\/p>\n<h3 class=\"p1\">Undefined-Topic Assignments<\/h3>\n<p>Another writing assignment you&#8217;ll potentially encounter is one in which\u00a0the topic may be only broadly identified\u00a0(&#8220;water conservation&#8221; in an ecology course, for instance, or &#8220;the Dust Bowl&#8221; in a U.S. History course), or even completely open (&#8220;compose an argumentative research essay on a subject of your choice&#8221;).<\/p>\n<p>Where defined-topic essays demonstrate your knowledge of the <em>content<\/em>, undefined-topic assignments are used to demonstrate your <em>skills\u2014<\/em>your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process.<\/p>\n<p class=\"p1\">The first hurdle with this type of task is to find a focus that interests you. Don&#8217;t just pick something you feel will be &#8220;easy to write about&#8221;\u2014that almost always turns out to be a false assumption. Instead, you&#8217;ll get the most value out of, and find it easier to work on, a topic that intrigues you personally in some way.<\/p>\n<p class=\"p1\">The same getting-started ideas described for\u00a0defined-topic assignments will help with these kinds of projects, too. \u00a0You can also try talking with your instructor or a writing tutor (at your college&#8217;s writing center) to help brainstorm ideas and make sure you&#8217;re on track. You want to feel confident that you&#8217;ve got a clear idea of what it means to be successful in the writing and not\u00a0waste time working in a direction that won&#8217;t be\u00a0fruitful.<\/p>\n<h2 class=\"p1\">The Writing Process<\/h2>\n<p>The following\u00a0video provides an excellent overview of research essays, one of the most common kinds of writing assignments you&#8217;re likely to encounter in college.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Writing\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/6Jgwc3sXLCc?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>No writer, not even a professional, composes a perfect draft in her first attempt. Every writer fumbles and has to work through a series of steps to arrive at a high-quality\u00a0finished project.<\/p>\n<p>You may have encountered these steps as assignments in classes\u2014draft a thesis statement; complete an outline; turn in a rough draft; participate in a peer review. The further you get into higher education, the less often these steps will be completed as part of class.<\/p>\n<p>That&#8217;s not to say that you won&#8217;t still need to follow these steps on your own time. It helps to recognize that these steps, commonly referred to as the<strong> writing process<\/strong>, aren&#8217;t rigid and prescribed. \u00a0Instead, it can be liberating to see them as flexible, allowing you to adapt them to your own personal habits, preferences, and the topic at hand. \u00a0You will probably\u00a0find that your process changes, depending on the type of writing you&#8217;re doing and your comfort level with the subject matter.<\/p>\n<p>Consider the following\u00a0flowchart of the writing process:<\/p>\n<p><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1110\/2016\/02\/29195154\/Writing_Toolkit_Infographic-e1345138403308.jpg\" rel=\"attachment wp-att-619\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-619\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1110\/2016\/02\/29195154\/Writing_Toolkit_Infographic-e1345138403308.jpg\" alt=\"Flowchart illustrated with cartoon figures. Title: Research Paper Writing. First step: Come up with a topic\/question. What do you want to answer with your paper? Next, Do your research. Learn research strategies from the UBC Learning Commons Library Research Toolkit. Next, Develop a thesis\/outline. Come up with a &quot;working&quot; thesis, an argument that might change but will help you direct your paper. Next, write a draft. Try to set a word count that you want to achieve each day and stick to it! Next, Edit\/review. Read your paper out loud to catch mistakes and check to see if your paper makes sense. At the bottom is a logo for University of British Columbia, a place of mind, and learningcommons.ubc.ca@UBCLearn.\" width=\"500\" height=\"1000\" \/><\/a><\/p>\n<p>The flowchart\u00a0is a helpful visualization of the steps involved, outside of the classroom, toward completing an essay. \u00a0Keep in mind that it isn&#8217;t always a linear process, though. It&#8217;s okay to loop back to earlier steps again if needed. For instance, after completing a draft, you may realize that a significant aspect of the topic is missing, which sends you back to researching. \u00a0Or the process of research may lead you to an unexpected subtopic, which shifts your focus and leads you to revise your thesis. Embrace the circular path that writing often takes!<\/p>\n<h3>Revision and Proofreading<\/h3>\n<p>These last two stages of the writing process are often confused with\u00a0each\u00a0other, but they mean very different things, and serve very different purposes.<\/p>\n<p><strong>Revision<\/strong> is literally &#8220;reseeing.&#8221; It asks a writer to step away from a piece of work for a significant\u00a0amount of time and return later to see it with new eyes. \u00a0This is why the process of producing\u00a0multiple drafts of an essay is so important. \u00a0It allows some space in between, to let thoughts mature, connections to arise, and gaps in content or an argument\u00a0to appear. It&#8217;s also difficult to do, especially given that most college students face tight time lines to get big writing projects done. Still, there are some tricks to help you\u00a0&#8220;resee&#8221; a piece of writing when you&#8217;re short on time, such as reading a paper backward, sentence by sentence, and reading your work aloud. \u00a0Both are ways of reconceptualizing your own writing so you approach it from a fresh perspective. Whenever possible, though, build in at least a day or two to set\u00a0a draft aside\u00a0before returning to work on the final version.<\/p>\n<p><strong>Proofreading<\/strong>, on the other hand, is the very last step taken\u00a0before turning in a project. This is the point where spelling, grammar, punctuation, and formatting all take center stage.<\/p>\n<blockquote>\n<p class=\"p1\"><span class=\"s1\">Learn these rules, and if you hate them, learn to love them. In college, writing stops being about \u201chow well did you understand fill-in-the-blank\u201d and becomes \u201chow professionally and strongly do you argue your point.\u201d Professionalism, I have found, is the key to the real world, and college is, in part, preparing you for it. If you do not learn how to write in a way that projects professionalism (i.e., these rules), then expect to get, at best, Cs on your papers. \u2014Kaethe Leonard, SUNY student<\/span><\/p>\n<\/blockquote>\n<p class=\"p1\">A person can be the best writer in the world and still be a terrible proofreader. It&#8217;s okay not to memorize every rule out there, but know where to turn for help. Utilizing the grammar-check feature of your word processor is a good start, but it won&#8217;t solve every issue (and may\u00a0even cause a few itself).<\/p>\n<p class=\"p1\">Your campus tutoring or writing center is a good place to turn for support and help. \u00a0They will NOT proofread your paper for you, but they will offer you strategies for how to spot issues that are a pattern in your writing.<\/p>\n<p class=\"p1\">Finding a trusted person to help you edit is perfectly ethical, as long as that\u00a0person offers you advice and doesn&#8217;t actually do any of the writing for you. Professional writers rely on outside readers for both the revision and editing process, and it&#8217;s a good practice for you to do so, too.<\/p>\n<h2 class=\"p1\">Using Sources<\/h2>\n<p>College courses offer a few opportunities for writing that won&#8217;t require using outside resources. \u00a0Creative writing classes, applied lab classes, or field research classes will value what you create\u00a0entirely from your own mind or from the work completed\u00a0for the class. For most college writing, however, you will need to consult at least one outside source, and possibly more.<\/p>\n<p>The following\u00a0video provides a helpful overview of the ways in which sources are used most effectively and responsibly in academic writing.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Using Sources\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/u6Pxx5q2u5g?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Note that this video models MLA-style citations. This is one of several different styles you might be asked to practice within your classes. \u00a0Your instructors should make it clear which of the major styles they expect you to use in their courses: MLA (Modern Language Association), APA (American Psychological Association), Chicago, or another.<\/p>\n<p>Regardless of the style, the same principles are true any time a source is used: give credit to the source when it is used in the writing itself, as well as in a bibliography (or Works Cited page, or References page) at the end.<\/p>\n<h2>Resources for Academic Writing<\/h2>\n<ul>\n<li><a href=\"http:\/\/writingcommons.org\/\" target=\"_blank\">Writing Commons<\/a><\/li>\n<li><a href=\"https:\/\/courses.candelalearning.com\/styleforstudents\/\" target=\"_blank\">Style for Students<\/a><\/li>\n<li><a href=\"http:\/\/writingcenter.unc.edu\/handouts\/\" target=\"_blank\">Handouts from the Writing Center at UNC-Chapel Hill<\/a><\/li>\n<\/ul>\n<p>\t<iframe id=\"lumen_assessment_899\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=899&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_899\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-604\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Writing Strategies. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Image of journals. <strong>Authored by<\/strong>: Eli Juicy Jones. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/7NBXo4\">https:\/\/flic.kr\/p\/7NBXo4<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><li>Writing in College: From Competence to Excellence. <strong>Authored by<\/strong>: Amy Guptill. <strong>Provided by<\/strong>: SUNY Open Textbooks. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/textbooks.opensuny.org\/writing-in-college-from-competence-to-excellence\/\">http:\/\/textbooks.opensuny.org\/writing-in-college-from-competence-to-excellence\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Writing. <strong>Authored by<\/strong>: UBC LEAP. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/6Jgwc3sXLCc\">https:\/\/youtu.be\/6Jgwc3sXLCc<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Image of Research Paper Writing. <strong>Provided by<\/strong>: University of British Columbia, Vancouver Campus. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/learningcommons.ubc.ca\/student-toolkits-2\/writing\/\">http:\/\/learningcommons.ubc.ca\/student-toolkits-2\/writing\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Using Sources. <strong>Authored by<\/strong>: Katrina Kimbril. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/u6Pxx5q2u5g\">https:\/\/youtu.be\/u6Pxx5q2u5g<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-604-1\"> Hart Research Associates, Raising the Bar: Employers\u2019 Views on College Learning in the Wake of the Economic Downturn, <a href=\"http:\/\/www.aacu.org\/leap\/documents\/2009_EmployerSurvey.pdf\" target=\"_blank\">http:\/\/www.aacu.org\/leap\/documents\/2009_EmployerSurvey.pdf<\/a>, 9. <a href=\"#return-footnote-604-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-604-2\"> Ibid., 5. <a href=\"#return-footnote-604-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-604-3\">Hart Research Associates, It Takes More Than a Major: Employer Priorities for College Learning and Student Success. <a href=\"http:\/\/www.aacu.org\/sites\/default\/files\/files\/LEAP\/2013_EmployerSurvey.pdf\" target=\"_blank\">http:\/\/www.aacu.org\/sites\/default\/files\/files\/LEAP\/2013_EmployerSurvey.pdf<\/a>. <a href=\"#return-footnote-604-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":277,"menu_order":2,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Image of journals\",\"author\":\"Eli Juicy Jones\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/7NBXo4\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Writing in College: From Competence to Excellence\",\"author\":\"Amy Guptill\",\"organization\":\"SUNY Open 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