Dr. Rolloff’s Writing Guidelines*

 

 

I.                   Instructor Expectations & Standards

 

ü      Correct English and grammar should be part of whatever you write.

ü      All papers should be typed, double-spaced in 11 or 12-point Times New Roman font unless otherwise specified, with all margins set at 1 inch.   

ü      All papers should be stapled when handed-in. 

ü      No title pages or plastic report covers should be used in your papers (save a tree!)

ü      I generally accept no late papers.

ü      Students receiving below a C on any paper are expected to see me in my office within one week of receiving your paper back. 

ü      REVIEW THIS SHEET BEFORE FINALIZING ALL YOUR WRITING PROJECTS.  It will save you time from avoidable mistakes.

 

Punctuation, Grammar, and Spelling:  In your writing, the only source the reader has to judge your competence is what he or she reads.  Mistakes imply you haven’t given thorough consideration to what you are communicating.  Writing skills are likely the most important ability you can refine when you’re at the university and can make or break your employment future.  Combined with strong public speaking skills, and a bit of luck, competent writing skills can be the foundation of a fabulous career.

 

Use of Technology:  DO NOT TRUST COMPUTER SPELL CHECKING.  There is no substitute for good proof reading.  Proofreading will save your work from looking incompetent (if not just a bit silly) as in this example from a student paper:

 

“Grass is a natural resource because it keeps the park from turning into a dust bowl or a mud poodle.” 

 

Sentences:  Always use complete sentences in your writing (including exam responses) unless you’re listing (e.g. with bullets) or using headings.  If you’re not sure what a run-on or incomplete sentence is, check out any of the reading guides in the library (ask the reference librarian for one) or look online.  Here are three sites that have lots of good information on college-level writing:

 

  • http://webster.commnet.edu/grammar/index.htm
  • http://members.tripod.com/~lklivingston/essay/
  • http://nutsandbolts.washcoll.edu/nb-home.html

 

It’s and Its:  “It’s” is a contraction of “it is,” not a possessive pronoun.  “Its” should be used as in the following example, “The coast of Maine is best known for its rugged shoreline.”  IT’S easy to remember:  Just think of that little apostrophe as standing in for “is.”

 

Because vs. Since:  This mistake is one of the most common I’ve noted among students at CSUS.   “Since” should not be used in place of “because.”  Use the word since only in reference to time.  This sentence is incorrect, “Since I was cold I put on a jacket,” and should instead read “Because I was cold I put on a jacket.”

 

Run-on Sentences and Sentence Fragments:  These are the kiss of death to college level writing.  A run-on sentence occurs when two independent clauses are kept in a single sentence, many college students don’t know the difference (Ok, now find the 2 clauses in the previous sentence).  A sentence fragment occurs in the absence of a complete sentence clause.  I made an apple pie on Sunday.  Secret ingredient in my family recipe. 

 

Capitalization:  Capitalizing the wrong nouns is another common writing mistake, and it is distracting.  DO NOT capitalize something just because it’s important.  Capital letters are for names and proper nouns (e.g. Sacramento, or California).  Consult a grammar guide if you are unsure.

 

Overstatement:  Statements such as “Everyone agrees that recreation is important” or “Everyone in the world could use this book” are so broad that they are meaningless, so should be avoided to if you want your writing to be reasonable.  Also, avoid using the words of very and really so that your writing is not overstated. 

 

Organization:  Good essays often have a brief introductory paragraph and a brief concluding paragraph.  Each individual paragraph in between should usually involve one idea or concept with a concluding sentence which summarizes that paragraph’s content.

 

Educational Assistance and Tutoring:  Some students who have writing difficulty may be referred to the English tutoring program.  If you see such a note on a paper, please come see me outside of class for such a referral.  Please see this kind of referral as an opportunity to help you.  

 

Inclusive Language is the most widely acceptable way to write, and is the norm for this course.  As the APA website http://www.apastyle.org/race.html notes, the use of certain words or phrases can express gender, ethnic, or racial bias, either intentionally or unintentionally.  While some people may not care, why irritate others when it’s not necessary?  For example, use the term “he or she” rather than just “he.”  Avoid using terms such as “man-made” by using “human-made.”  These days, “men” means males, but “people” means everyone.  As well, work to avoid references to race that are irrelevant, such referring to “the Black newscaster” when the race of the newscaster is not at issue (which also implies that the norm for newscasters is that they should be White).  It’s important to understand inclusiveness as an evolving concept, so we are continually becoming aware of areas of language that need adjustment, such as the use of the outmoded phrase, “the opposite sex” (which inaccurately polarizes gender and relationships).  Exceptions can include historical references or quotes which need to be used in their original text, such as the language of the Wilderness Act referring to an area “...untrammeled by man.”

Be patient with yourself and others when mistakes are made as we all become more sensitive in our references to different social groups.  Inclusiveness is a key value in the field of recreation education and management, and is a great attitude to have in any social endeavor. 

Use inclusive language in all projects and presentations in this course.

 

II.                Reference and Style Standards

Plagiarism (use of materials that are not yours without giving credit to its originator) is a serious breach of scholarly ethics and is completely unacceptable, resulting in a failing grade for the project, a failing grade for the course, or worse.  This includes using other student’s work in your papers.  Plagiarism is easily avoided by simply referencing each source you use (see format example below). 

Reference Use: Whenever using material and ideas that are not yours (even when they are not direct quotes) cite their source appropriately in your papers.  To fail to cite a source is plagiarism.  It’s worth repeating that plagiarism is easily avoided.

In General: 

ü      Always use a citation when you quote directly (with page number of quote) or simply use information from a source. 

ü      Use citations when you use ideas from another’s work (no page number needed).

ü      Each idea or quote you cite in your writing should be cited appropriately at the end of your paper.

ü      When in doubt, cite it.

 

Reference format in the text of your papers:  The following example illustrates one proper reference style in the text of a recent paper.

The use of visual representations in the evaluation of natural resources has become commonplace throughout the last three decades (Leopold 1969; Calvin, Dearinger, and Curtin 1972; Cook 1972)  Repeated studies support the use of photographic representations of natural settings.  These perceptual simulations in scenic research are considered valid substitutes for the human experience (Shelby and Harris 1985; Bateson and Hui 1992). 

 

References cited at the end of your papers:  You may use any acceptable editorial reference style in this course (for example, MLA or APA) as long as you are consistent.  However, be aware that the norm for the RLS Department at CSUS is the APA style, so is likely the required style in other courses.  If you ever have any questions about styles, any of the university’s reference librarians on duty can help you. This example illustrates one reference style for three previously cited sources.

Bateson, J.E. and M.K. Hui. (1992).  The ecological validity of photographic slides and videotapes in simulating the service setting.  Journal of Consumer Research 19(2): 271-281.

Calvin, J.S., et al. (1972).  An attempt at assessing preferences for rural landscapes.  Environment and Behavior 4(4): 447-470.

Cook, J. (1972).  An evaluation of the aesthetic quality of forest trees.  Journal of Leisure Research 4(4): 293-302.

 

 

Some Final Suggestions:

My best advice for improving your writing is to read your writing out loud.  Most of us are pretty good talkers, and finding a strong voice in your writing will often come as a direct result of writing the way you speak.  Try it—it worked for me, and I was not a strong writer when I started college.

G
 
 


Visit with me at my office (Solano 4032, 278-5020, rolloff@csus.edu) if you have questions about writing.  I enjoy helping students become better writers, so don’t hesitate to come talk to me, especially if you don’t feel like you have strong writing skills.

 

Dr. Rolloff’s Review of Your Writing: Critique Codes

 

When your writing is reviewed, problems or errors will typically be noted by a “P” in the right margin of your paper, along with a number.  The number is shorthand for a composition element that has been described in the table below. 

 

Note that some of these are bigger problems than others, but all need to be reviewed if they are indicated on your papers.  More than 1 grammatical error per page will result in point deductions.  Errors 1 & 2, however, are such serious errors that they will result in ½ the points being deducted for the grammar and composition portion of the paper. 

 

During a class session after Dr. Rolloff has reviewed the papers, you will typically be asked to look through each of your papers to rewrite and revise by hand for each “P” on your paper.  Fewer “Ps” mean for less time you spend in class! 

 

Code

Writing Issue

Composition Issues
  1.  

Run-on sentence (the kiss of death for college-level writing!  See David to avoid in future)
  1.  

Sentence fragment (another kiss of death for college-level writing!)
  1.  

Awkward wording

  1.  

Inappropriate wording
  1.  

Punctuation error (comma, hyphen, semicolon, apostrophe, etc.)  Remember that these often set apart ideas or clauses in an individual sentence that make it more “readable.” 

 
  1.  

Organization problem.  Ideas difficult to follow/sentences don’t lead into each other or belong in separate paragraphs. 

  1.  

Unclear or vague idea
  1.  

Overstatement (statements such as “everyone in the world could use this book”, or the use of very or  really may not belong in formal writing)
  1.  

Unnecessary word(s)

Technical Issues
  1.  

Spell-check error (remember, spell check won’t ask you if you need an L in “public”)

  1.  

Spelling error
  1.  

Capitalization error
  1.  

Verb disagreement
  1.  

Verb or word tense problem
  1.  

Missing hyphen
  1.  

Format/style issue
  1.  

Problem with use of possessive form of word

      (The most noticeable mistakes are often one’s small errors, frequently made)
  1.  

Preposition issue – Placing the words of, with, at, from or around at the ends of sentences is done when we speak, but in formal writing it should be avoided. 

  1.  

Plural issue

Other Project Issues
  1.  

Reference/citation error (see Dr. Rolloff’s Writing Handout for specific information on referencing properly in your paper)
  1.  

Word count question (RLS 122 only).  Run a word count on your document, and re-write if your paper falls under the required length.  Send paper to Dr. Rolloff via email. 

 

 


* This handout has material originating from collaboration with my valued colleague Dr. Troy Hall, Department of Resource Recreation & Tourism at the University of Idaho - Moscow.