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The MAX Center is open for tutoring M-F, 9 a.m.-4:30 p.m.,
Sun-Th, 7 -10 p.m. Visit us at Kagin Commons 1st floor!
How Not to Stress About Writing
What is My Professor Looking For?
Where Can I Go to Get Resources?
How to get a handle on the big picture
Proofreading for yourself
Documentation styles
How to Avoid Plagiarism
Twenty Questions for Research Writing
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Writing Handbook
What Is My Professor Looking For?
Curious about what really goes on in the minds of our faculty, we
decided to survey Macalester professors for their thoughts on student
writing. The following are excerpts from their responses. While
these
suggestions are a good preliminary guide, we want to stress that
expectations vary widely among departments and professors. If you
are
unclear what your professors are looking for in a paper (what citation
style they prefer, whether they accept the use of the first person,
etc.),
ask!
What are the qualities you value most in Macalester student
papers?
Strong papers:
• have an introduction that engages the audience and tells
them why
the study or topic is interesting
• contain original ideas
• are well organized
•include a clear thesis statement. (you should be able to highlight
your
thesis statement in the first paragraph)
• pursue proving the thesis throughout the paper
• make good use of direct quotations to support the paper’s
thesis
• support all points with evidence (textual, factual...)
• show careful attention to the specifics of the assignment
What are the weaknesses you see most often in student papers?
• Limited vocabulary or use of jargon/flabby language
• Resistance to editing and revising
• Lack of clear organizational structure; papers that wander
or are vague
• Paragraphs that are either too long or contain disparate
ideas
• Not having a thesis/clear and original argument
• Putting everything you know into the paper, whether relevant
or not
• Lack of continuity from one paragraph to the next
• No sense that papers are based in actual research
• Quotations overwhelm own words (i.e. excessive use, lack
of analysis)
• Clearly not edited or proofread, many “mechanical”
errors
• Need to understand what counts as literary evidence
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