Guidelines for Academic Papers on Literature
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 to three-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 your words and ideas; do not begin and end paragraphs
with quotations or paraphrased material. Determine when paraphrasing or quoting is
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: Sampson notes, “Mrs. Mallard’s focus during that one hour alone
indicates her need for an independent sense of self” (38).
4. If the “top bun” is an independent clause, follow it with a colon: Sampson points out the
main reason Mrs. Mallard experiences joy: “‘There would be no powerful will bending
her [own] . . .’ now that her husband has died” (55). Utilize no punctuation when you
include the word “that” after the subject and verb of a “top bun”: The main reason Mrs.
Mallard experiences joy is that “[t]here would be no powerful will bending her
[own] . . .” (40) now that her husband has died. (Here the student is analyzing the text.)
5. 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; also, use single quotation marks when quoting
within a quotation.
6. When citing a literary critic, 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 : Mrs. Mallard feels joy because “‘[t]here would be no powerful will bending
her [own] . . .’ now that her husband has died” (Sampson 55).
7. 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. Avoid beginning sentences with coordinating 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: Kate Chopin wrote many literary works in which the female
protagonist resists the restrictive gender roles of the 19th century, but she herself was only
able to break out of the stereotypical role of wife and choose a career “after her husband’s
death in 1883” (Barnet and Burto qtd. in Cain, et al. 39).
5. Vary the diction (word choice) you use. For example, find more interesting verbs than
says or states, such as explains, points out, clarifies, or contends.
6. Avoid vague or imprecise wording such as thing or stuff and use the word this with a
noun for clarity. Instead of “This indicates that Mrs. Mallard has been imprisoned her
entire married life” utilize “This response indicates that Mrs. Mallard has been
imprisoned her entire married life.” 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 loud word by word; use a
pen to make corrections of grammar and typographical errors, then make changes to the
electronic version and reprint the paper.