Guidelines for Academic Papers

Paragraphs:

  1. Introduction and conclusion paragraphs should be about one-half page, perhaps a bit shorter or a bit longer, and the thesis statement is usually the last sentence of the introductory paragraph.
  2. Body paragraphs should begin with a topic sentence (usually the first sentence of the paragraph) and should be about two-thirds tothree-quarters of a page(not over a page if possible). Include only evidence that supports the topic sentence.
  3. After the first body paragraph, subsequent body paragraphs should have some type of transitional word (or even a complete transitional sentence) at the beginning of the paragraph, usually as part of the topic sentence. In general, do not end body paragraphs with a transition to the next body paragraph.
  4. Begin and end paragraphs with yourwords and ideas; do not begin and end paragraphs with quotations or paraphrased material.Determine when paraphrasing or quotingis more appropriate; do not simply quote because it is easier than paraphrasing.
  5. Quoted material is generally not utilized in introductory and concluding paragraphs, except on rare occasions when it is used very sparingly and judiciously.

Incorporating Quotations:

  1. Sandwich quotations; do not simply drop quoted material into your paper. Sentences usually should begin with your words and ideas, not with a quotation. Do not let a quotation stand alone as its own sentence.
  2. Include a “top bun” or introduction to quoted material, as well as a “bottom bun” or commentary on (vs. a paraphrase or repeat of) quoted material.
  3. Utilize proper punctuation when quoting. If your “top bun” is a subject and verb, follow these with a comma: Sahlberg explains, “Four aspects of teacher education in Finland distinguish it from teacher education in the rest of the world and enable Finland’s teachers to be leaders” (38).
  4. If the “top bun” is an independent clause, follow it with a colon: Sahlberg notes a major difference in teacher preparation in Finland versus what occurs in the United States and many other countries: “Primary school teachers in Finland study education for at least five years as their major academic subject . . .” (38).
  5. Utilize no punctuation when you include the word “that” after the subject and verb of a “top bun”: Sahlberg points out that in Finland “[a]llschool principals are teachers, and they must be qualified to teach in the school they lead” (38).
  6. Note that ellipses indicate when you have deleted part of a quoted passage and that brackets must be used to make changes (such as in the capitalization) if necessary so that the sentence is grammatically correct.
  7. You do not always have to include a reference to the author of the quoted passage in the “top bun”; however, if you do not then you must cite it in parentheses : In Finland “[a]ll school principals are teachers, and they must be qualified to teach in the school they lead” (Sahlberg38).

Academic Style:

  1. Do not use second person (you, your) in academic papers; instead, use third person (one, they, them).
  2. Only use first person (I, me, we) if it is appropriate, as in an autobiographical essay, for example.
  3. Do not use contractions in academic papers (they’re, it’s, won’t,weren’t, aren’t, haven’t); instead, completely spell out the verb (they are, it is, will not, were not, are not, have not).
  4. Avoidbeginning sentences withcoordinating conjunctions (and, but, for, nor, or, so, yet); use more college-level diction: in addition (vs. and); however (vs. but, yet); therefore or thus (vs. so), etc. Another way to avoid beginning sentences with coordinating conjunctions is to join two independent clauses with a comma and a coordinating conjunction:Students thought they were well-prepared for college, but they quickly discovered that their high school education was inadequate.
  5. Vary thediction (word choice) you use. For example, find more interesting verbs than says or states, such as explains, points out, clarifies, orcontends.
  6. Avoidvagueor imprecise wording such as thing or stuff and use the word this with a noun for clarity. Instead of “This ensures that teachers in Finland are highly trained” utilize “This requirement ensures that teachers in Finland are highly trained.”
  7. Vary sentence structure. Do not begin all of your sentences with a subject and verb or use simple sentences repeatedly.

Grammar:

  1. Do not use run-ons, comma splices, or fragments.
  2. Ensure that apostrophe usage is correct: for example, one researcher’s perspective, several researchers’ perspectives, many people’s perspectives.
  3. Check for proper subject/verb agreement and agreement in number. Words like each, everyone, and everybody are singular: Everybody must utilize correct grammar in his or her paper. All students must utilize correct grammar in their papers. A student must utilize correct grammar in his or her paper. Students must utilize correct grammar in their papers.
  4. Use proper verb tense and keep it consistent throughout your paper.
  5. Utilize commas correctly (and do not overuse them), as well as other forms of punctuation such as semicolons, colons, dashes, and hyphens.
  6. Check for correct capitalization, spelling, and diction.
  7. Print out the final version of your paper and slowly read it out loudword by word; use a pen to make corrections of grammar and typographical errors, then make changes to the electronic version and reprint the paper.