Based on the 3rd
Edition of The Little, Brown Compact Handbook
Listed below, along with guidance to getting help, are
examples of problems in UOP student writing.
Refer to LBH (Little, Brown
Handbook) Chapter I.
����������� The
Writing Process and Paragraphs���������
����������� Chapter I contains
material on the following subjects:
�����������
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Drafting
Purpose
Audience
Subject
The process of
Revision
Thesis
Statements
Paragraphs
Topic sentences
Unity and coherence
Overall organization
Introductions
Conclusions
Refer to LBH Chapter II.
����������� Clarity and Style
����������� Chapter II contains
material on the following subjects:
�����������
�����������
Completeness
Conciseness
Clarity
Word choice
Variety
Parallel structure
Editing extra words
Using strong verbs
Active voice
Refer to LBH Chapter III.
����������� Sentence Parts and Patterns
����������� Chapter III contains
material on the following subjects:
�����������
�����������
Parts of speech
Subject-verb agreement
Placement of modifiers
Sentence types
Plurals and possessives
Clauses
Punctuation
Tense
Sentence faults
Refer to LBH Chapter IV.
����������� Punctuation
����������� Chapter IV contains
material on the following subjects:
�����������
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All punctuation marks, with examples of use
Punctuation with quotation marks
Possessives
Common misuses of punctuation marks
Refer to LBH Chapter V.
����������� Form and Appearance
����������� Chapter V contains
material on the following subjects:
�����������
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Formatting
Headings
Use of italics
Quotations
Numbers
Abbreviations
Design
Margins
Refer to LBH (Little, Brown
Handbook) Chapter VI.
����������� Research and Documentation
����������� Chapter VI contains
material on the following subjects:
�����������
�����������
Research strategies
Conducting research
Plagiarism
Citations
Integrating sources
MLA documentation
APA documentation
Refer to LBH Chapter VII.
����������� Special Types of Writing
����������� Chapter VII contains
material on the following subjects:
�����������
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Memos
Letters and resumes
Elements of argument
Analyzing literature
Business writing
Refer to LBH Glossary.
����������� Glossary of Usage
����������� The Glossary of Usage
contains material on the following subjects:
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Word-choice problems (diction)
Common word confusion and misusage
Definitions of related words
Note: This page is derived from the work of Kathy Kennedy,
Lannie MacAndrea, Kevin Boileau and Geoffrey Grosshans, all UOP faculty
members in a �conspiracy� to help UOP students become better communicators.
The Little, Brown Handbook is Your Friend
- Content
is weak, not developed and not organized thematically or logically.
Ideas wander in paragraphs and paragraphs seem randomly placed or are
never-ending. The paper appears not to have been through more than one
draft, proofread, revised or edited.
- Ideas
are not well organization and not clearly presented. Word choice and syntax
are questionable. The message is muddled and fuzzy.
- The
sentences are rambling and too long; they don�t make sense even after a
couple of readings. Sentences don�t vary; they are mainly short,
declarative, and boring. There is little fluency. Sentence faults
about�run-ons, comma splices, and fragments. Tenses change randomly. The
subject is singular; the verb is plural. Pronouns don�t agree with
antecedents.
- The paper
appears to be written by the King or Queen of commas, or someone who
doesn�t yet know commas exist. Meaning is changed by too much, lack of,
or incorrect punctuation. Inappropriate sentence structure exists
because the writer doesn�t know how to punctuate complex or compound
sentences.
- The
essay looks as though no thought went into how it would look on the
page. The headers are either non-existent or not in parallel form. The
sentences begin with numbers:�3 people show up,� for example. There are
no definitions of acronyms or abbreviations.
- Paper
has no clear strategy. Thesis lacks focus. Researcher did not
appropriately analyze or synthesize information and lacks control over
the material. The paper is shallow and tentative; there is not enough
research (or no research) done. In-text and reference citations are
missing or inappropriate. Paper is randomly documented, does not follow
the style sheet method such as APA or MLA.
- Student
lacks understanding of rhetorical strategies. Student does not understand
the difference between types of writing. Writer doesn�t know how to
build an argument.
- Student
writes a sentence such as: �It turned out allright being that Columbus
didn�t fall off the earth, but he was a lot closer to the edge then he
should of been.�