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Learning Portal - Writing : Structuring Your Writing

Structuring Your Writing

Structuring Your Writing

In college, most of our writing aims to inform or persuade the reader. In any type of writing, you will likely need to research ideas. If you use someone else's ideas, you will need to use those ideas as sources and cite them. 

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Top Tips 

✓ Focus on your purpose. Ask yourself throughout the writing process if you are staying on topic and expressing your message clearly.

 Focus on your reader. What will your reader expect?

✓ Cite all of your sources of support. Plagiarism is painful. The college librarians can help.

✓ Be sure you can back up your position. Do you have enough credible support for the position you have taken / the points you are making?

✓ Think about how you might organize your writing. Choose ‘text structures’ that might work in your writing. The most common structures found in academic writing are comparisons, contrasts, causes/effects, and problems/solutions.

✓ Structure your paper. Most writing will have some form of an introduction with supporting paragraphs or points and a conclusion.

✓ Remember your topic sentences. If you are writing paragraphs, each supporting paragraph should have a clear topic sentence.

✓ Never “drop” a quotation into your writing. Always introduce each quotation and explain it after.

✓ You don’t always have to use a quotation to make your point. You can get the key point and express it in your own words (paraphrasing and/or summarizing).

✓ Use the appropriate level of language for this type of writing. Be aware of tone, who your audience is and the purpose for writing.

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Attribution

Attribution 

Unless otherwise stated, the material in this guide is from the Learning Portal created by College Libraries Ontario. Content has been adapted for the GPRC Learning Commons in June 2021. This work is licensed under a Creative Commons BY NC SA 4.0 International License.

All icons on these pages are from The Noun Project. See individual icons for creator attribution. 

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