Category: APA and Writing

Dr. Darrell Baughn, a Full-Time Instructor at Jackson/Lefleur shared with me a powerpoint presentation he uses during all his courses to introduce students to writing expectations. You can find the file here if you would like to use it: APA GUIDE.

A week ago I heard about a student complaining that the Instructor was grading too hard on the writing, instead of focusing on the content.  Obviously, the Instructor, in this case, has made the important connection that unless the writing is done right, the content likely won’t even be read in a real-world context.  We have to reinforce an emphasis upon writing across the curriculum and ALL of us have to hold this line.  To do less is to graduate students who simply won’t succeed in the workplace because they cannot write clearly and with appropriate grammar.

Whether you use Dr. Barnes material above or the other resources which have been shared through these blogs and webinars, please make sure in EVERY course you teach that you set the standard, and then hold the students to that standard. To do anything else is to let them down, and to fail in our mission.

If you have something that you use to reinforce the importance of writing with your students, please share that in reply to this post.

by: Jon Pirtle, Atlanta

According to Scripture, coherence is inseparable from God. Paul writes, “And he [Jesus] is before all things, and in him all things hold together” (Colossians 1:17 English Standard Version). Another English version (NKJV) translates the verb phrase as “consist”: “And He [Jesus] is before all things, and in Him all things consist.” The ESV, NASB, KJV, NKJV, and the NIV reveal that the Lord Jesus holds all things together. He is sovereign over all things; therefore, the universe is characterized by orderliness. It is not random; rather, it holds together because God himself is a God of order and we creatures are designed to reflect that orderliness (though imperfectly) through our writing. As God’s people, we ought to reflect the logos/grammar/coherence of God; writing well does that.

In teaching literature and writing courses at Belhaven over the last few years, I have witnessed many students struggle with written expression. Therefore, during each class, I spend up to half an hour addressing some common errors in contemporary culture’s written expression. For example, it’s is not the same as its. And there is not the same as their or they’re. Fragments, misplaced apostrophes, improper use of contractions, confusion over affect versus effect, etc. seem to plague many American writers. How much more important is it, therefore, for us to inculcate the essential role of correct grammar and coherence in writing?

I appreciate so much the rubric that Belhaven uses for student writing. It consists (pun intended) of seven parts: content, organization, fluency, word choice, conventions, voice, and worldview analysis. When students use the rubric effectively, their writing holds together. The “meat” (content) of the ideas they’re exploring and evaluating (worldview analysis) flows (fluency) in an orderly design (organization). When they write in a believable and convincing tone (voice) with proper syntax (word choice) and correct grammar (conventions), the writing satisfies what we as readers crave—coherence.

When meeting with students individually about their essays, I indubitably ask this: “What is the main idea you wanted me to see here?” The answer to that simple question reveals much. Very often, life-changing learning occurs shortly thereafter. Why? Because all of us (students and teachers) crave coherence.

We are designed by a God of order who revealed himself–not haphazardly but coherently. When we write well, we honor our brothers and sisters in Christ and glorify our Father in heaven.

A mentor of mine once shared with me that most students graduating from college expect to be able to write well enough not to be embarrassed when submitting reports to their boss.  His point was that a student’s expectation of earning a college degree included this ability IN ADDITION to the content knowledge of the major being studied.

I’ve thought about that many times over the years since I first heard that.  I’ve talked with students and have become convinced that what my mentor said still holds true. The very nature of graduating with a college degree SHOULD include the ability to write at a professional level. Sadly, I also know that even as students hold this expectation, they will do almost anything in their power to avoid learning this important skill. It is one of those mysterious paradoxes which surround us.

This reminds me of what I learned about sermon preparation; that we start with the audience’s felt needs and then work toward their real need. Students’ felt need is to get through each course with as little work as possible.  Their real need is the ability to write and to embrace the subject content. As Instructors, the one cannot be neglected at the expense of the other. Whenever we default on holding students to a high expectation in writing we fail them at a deeper level which can potentially sidetrack their career and derail their dreams.

I know it is challenging and time-consuming to do so, but I cannot urge you strongly enough not to neglect your responsibility to your students to do what they may not want but desperately need; hold them to a high standard in writing.  By doing so you serve the student now AND facilitate their future.