This document outlines 10 ways for college students to improve their writing. It provides tips for establishing a clear role and goal, constructing a thesis statement, developing strong paragraphs with organization and examples, using transitions effectively, employing strong verbs and nouns, avoiding run-on sentences and fragments, demonstrating parallel structure, writing concisely, using pronouns carefully, and concluding powerfully with a proofread paper and thoughtful title. Additional recommendations include collaborating with peers, seeking help from the writing center, and making appointments for one-on-one tutoring sessions.

1. College Success Workshop: 10 Ways
to Improve Your Writing Today
A Presentation given by the
Mount Ida College Writing &
Math Center

2. Number 10: A Way to Start:
Know Your Role and Goal
 What is your role in this writing assignment?
– Investigator --Explainer --Describer
– Persuader --Analyzer --Synthesizer
 What is your goal in this writing assignment?
– Consider your purpose
– Consider your audience
– Consider your tone

3. Number 9: A Clear Thesis
 Limit yourself to one sentence within the
introduction.
 State your position on the topic.
 Tell what your paper will be about.
 Give an idea of the scope of your paper.

4. Number 8: Develop Strong Paragraphs
--Organize and Exemplify
 Organize your paragraphs to best illustrate
your thesis.
– Chronologically
– Problem/Solution
– Cause/Effect
– Reasons (Least to Greatest)
 Exemplify the main idea in each topic
sentence with supporting details.

5. Number 7: Go With the Flow!
Use Transitions Effectively
 Adding Things Up:
– Additionally,
– In addition to X, another reason is Y.
– Also,
 Showing Contrast:
– In contrast,
– On the other hand,
– However,
– Although X is important, one must also consider Y.

6. Number 7: Go With the Flow!
Use Transitions Effectively
 Showing cause and effect:
– If voters don’t elect politicians who support
environmental change, then global warming will
continue to damage the earth.
– When vending machines in public schools
provide only healthy snacks, then children will
make better food choices.

7. Number 6: Be Bold!
Use Strong Nouns and Active Verbs
 Begin sentences with the most important
idea in the sentence:
– Instead of: ―It is critical that our country does
whatever it can to lessen our dependence on
foreign oil.‖
– Try: ―Lessening our dependence on foreign oil is
critical for our country.‖

8. Number 6: Be Bold!
Use Strong Nouns and Active Verbs
 Avoid unnecessary words at the beginning of
sentences:
– Instead of: ―There is special equipment that is
required for his job.‖
– Try: ―Special equipment is required for this job.‖

9. Number 6: Be Bold!
Use Strong Nouns and Active Verbs
 Use active verbs rather than passive voice:
– Instead of: ―A meaningful plan needs to be offered
by the strongest candidate.‖
– Try: ―The strongest candidate needs to offer a
meaningful plan.‖

10. Number 5: Avoid Run-ons and
Fragments
 Keep simple sentence patterns in mind:
– Subject Verb
– S V Direct Object
– S V, and S V
– S V, but S V
– S V; however, S V
– S V; therefore, S V

11. Number 5: Avoid Run-ons and
Fragments
 For variety, begin a sentence with a dependent
clause:
– Because Joe practiced, he beat his competitors.
– When I show enthusiasm, I find it is infectious.
– Although she couldn’t offer a good explanation, Mary
dropped out of the race.
 For variety, begin a sentence with a descriptive
phrase:
– Believing in his theory, the scientist continued on with his
research.

12. Number 4: Show Good Form
Use Parallelism
 Items in a series should be listed using the
same part of speech:
– The new vice-president is skilled, enthusiastic,
and you can depend on her (try: dependable).
– Taking the time to get to know the athlete will
result in earning her respect, reduce (try:
reducing) her anxiety, and gain (try: gaining)
her trust.

13. Number 3: Keep it Simple
Write Clearly and Concisely
 Use strong verbs instead of weak ones:
– Not ―gave a summary of‖ but “summarize”
– Not ―came to the realization‖ but “realized”
 Use concise phrases instead of wordy ones:
– Not ―a lot of‖ but “many”
– Not ―at a rapid rate‖ but “rapidly”
– Not ―it is our opinion that‖ but “we think”
– Not ―due to the fact that‖ but “because”

14. Number 3: Keep it Simple
Write Clearly and Concisely
 Use concise prepositions instead of wordy
ones:
– Not ―with the exception of‖ but “except for”
– Not ―in order that‖ but “so”
– Not ―in the process of‖ but “during”

15. Number 2: Keep it Clear
Use Pronouns Cautiously
 Pronouns have to agree in number and
gender to the words to which they refer:
– Someone left their book on the table.
(incorrect—should be ―his or her book”)
– I’m going to miss you like a child misses their
blanket. (incorrect—try “like children miss their
blanket”)
 The noun to which the pronoun refers must
be clear:
– Joe told Jim his car was stolen. (incorrect)

16. Number 1: Leave Time and Energy for
a Great Finish
 Write a memorable CONCLUSION:
– Summarize your paper but consider the BIG
PICTURE.
 Remember to PROOFREAD:
– Read your paper out loud to yourself or to
someone else.
 Come up with a great TITLE:
– Whether you write it first or last, a thoughtful title,
gives your paper a polished look.

17. Other Things To Do . . .
 Write with someone from your class or with a group
from your class. Read each other’s writing out loud.
 Call or email Christine McLaughlin, Director of the
Academic Success Center/Writing & Math Center, if
you need help with any of these tips: 617-928-7323
or cmclaughlin@mountida.edu
 Visit the Writing & Math Center in ATC 306.
 Make an appointment at the Writing Center: 617-
928-7322!