You Can Write a Great Paper!
Dr. Leininger’s Writing Guidelines
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What Message Are You Sending to Your Reader?
Each of the items below encourages you to reflect on what message you send to your reader.
For example, your title is like the first impression you make when you meet someone. If you
don’t bother to give your paper a title or if you give it a title such as “Paper One” or “An
Analysis of a Christian Perspective on War,” it signals to the reader that you don’t consider your
work worthy of a good name. Conversely, when you provide a creative, attention grabbing title
that points to a powerful thesis, you favorably dispose the reader to your work.
After you have written your paper, evaluate how well your paper executes each of the
numbered items below (unsatisfactory, satisfactory/good, very good, or outstanding). Your
instructor will use these criteria in order to arrive at your grade.
I. Introducing Your Argument: Making Your First Impression
1. Title: Hook Your Reader and Point to Your Thesis. Give your work a title that creatively
hooks the reader and points toward your thesis. Message: Here is the first impression I
want to give about my work.
2. Abstract: Map Out Your Argument. After you have written your paper, write a single-spaced
abstract of your argument immediately after your title and before your opening paragraph
using the following format (with the four underlined headings included).
1. Thesis. State the central point that you make in the paper (1-2 sentences). A strong
thesis argues your particular interpretation or response to the ideas discussed. It should be
specific (precise and clear rather than too broad or vague), contestable (worth arguing
about, not simply stating the obvious), and supportable (can prove with evidence, is not
merely an opinion). State your thesis in the form "I will argue" or "My examination will
show" rather than "I will examine."
2. Support. List the 2-3 most important reasons that you will provide to support your thesis
(1 sentence for each point; 2-3 sentences total).
3. Counterarguments & Rebuttal. State the strongest counterarguments to your thesis and
your response to these counterarguments (State 1-2 counterarguments in 1-2 sentences
and your responses in 1-2 sentences; 2-4 sentences total).
4. Road Map. List, in the order that they appear in your paper, the main steps you will take
to advance your thesis (1 sentence or less for each step). These steps tell the reader what
questions you will address in each part of your paper and preview your answers to these
questions. They provide clear signposts that form the basis for the headings before each
section of your paper.
Here is an example of a road map: First, I explain Smith’s argument that globalization
improves the plight of the poor by providing more and better jobs. Second, I draw upon John
Paul II to argue that, because globalization in its dominant form reduces workers to a mere
commodity, we need to develop a more humane form of globalization. Third, I address the
counterargument that a more humane form of globalization is unrealistic and hypocritical
because it expects third world countries to bypass the stages of industrialization that once
characterized the economies of first world nations. Fourth, I show that the practical upshot
of my argument is a call for a) consumer groups that monitor labor practices and b)
alternative worker cooperatives such as the Mondragon Cooperative in Spain. Message: I
have a well-thought-out argument that has a point (a thesis).
You Can Write a Great Paper!
Dr. Leininger’s Writing Guidelines
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3. Introduction: Grab Your Reader’s Attention and Introduce Your Argument. Use an opening
that readily establishes a connection with the reader and makes the reader want to read on.
Next, briefly state what you will argue and why it matters. (You may, but need not, preview
the major steps in your argument that were provided in your abstract). Message: This is
worth reading and will be easy to follow.
4. Headings: Point to the Thesis of Each Section. Use headings (underlined or in bold) for
each major step/part of the paper to signal to the reader where you are in the map and thus
what will be argued in this section of the paper. A heading should indicate the connection
between this particular section and the overall thesis of your paper. How do the headings in
this handout help the reader? Message: My dynamic headings hook you into each section,
make it easy for you to know its main point, and reinforce my overall thesis.
II. Body & Conclusion: Arguing Persuasively & Demonstrating Deep
Engagement
5. Paragraphs: Focus on One Main Point. Each paragraph should have a main point (or its own
“mini-thesis”). This will be clearly stated in a topic sentence, i.e., a one sentence summary
the overall point or purpose of this paragraph. Except for transitions connecting this
paragraph to the preceding or next paragraph, each sentence in the paragraph should develop,
explain, and support this main point. The purpose of a paragraph is break down your
argument into easy digestible pieces. Find a paragraph length that develops your point
adequately and is easy to read. Message: I have organized my ideas into easily digestible
paragraphs whose sentences are all unified around a main point.
6. A Deep Learning Experience: Maximize Critical Analysis. Instead of taking the easiest
route, write your paper in a way that will deeply engage the readings, concepts, and
arguments and demonstrate the depth of your understanding and analysis. Maximize the
amount of the paper devoted to critical evaluation and dialogue. One must first understand
arguments accurately before evaluating them insightfully. How could one argue against your
thesis and how would you respond? What would one author say to another? What points
would they agree and disagree upon and why? What are the strengths and problems with the
author's argument? What are the implications of the author's arguments? If true, then what
follows? So what? Why should the reader care about your argument? If accepted, what
practical differences might it make? Message: Like a pinball machine that has been lit up
to score maximal points, every inch of this paper is lit up with thoughtful connections
and analysis.
7. Argumentation: Evidence and Reasons Rather than Opinions or Feelings. Replace "I feel" or
"My opinion is" with the evidence and reasons that support your position. Replace “I feel
that the author is wrong” with “the author is wrong because . . .” (followed by arguments that
support your position). Message: I do not simply assert opinions. Instead, I offer wellthought-out reasons to support my claims.
8. Make Your Words and Ideas Count: Write, Rewrite, and . . .
“If I had more time I would have written you a shorter letter.” These words, from one
the greatest Roman rhetoricians, Marcus Tullius Cicero, are all about making your words and
You Can Write a Great Paper!
Dr. Leininger’s Writing Guidelines
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ideas count. Powerful prose and argumentation results from the hard work of thinking,
writing, rethinking, rewriting, and careful editing. First, think through the issues to be
addressed from multiple angles and put all of your thoughts on paper. Next, select the most
powerful ideas, organize them clearly, and express them succinctly. Your rough drafts
should always be longer than the final, edited paper. If you do not have more than enough
material to fill the minimum length, you simply have not done the assignment adequately.
Come see me if you need help.
Do not attempt to make a shorter paper appear longer than it really is (or vice versa). For
example, do not use a font larger or smaller than the 12 point Times font in this handout,
leave blank lines between paragraphs (except before a heading), expand the margins beyond
(or contract them below) one-inch, or stretch out the identifying material at the start (single
space name, date, and class). Message: I have crafted my arguments and words with care
so that they will make for a worthwhile reading experience.
9. “Show Rather than Tell.” Whenever possible, paint a concrete picture to show the reader
what you are trying to “tell” him or her. For example, when presenting the arguments of
another author, avoid simply summarizing (as in a book report). Instead, use your own
examples, analogies, and words to illustrate and explain these arguments (as if you were
explaining them to your roommate). Digest, take apart, reconstruct, and “re-present” the
author’s arguments in a new and illuminating way that clarifies the argument for the reader
and demonstrates your grasp of these arguments. In sum, “distill the essence” of the
argument. For most writers, it helps to a) summarize the main arguments on scratch paper,
b) identify the key themes and connections, and then c) “re-present” the argument in a new
way that simplifies and/or clarifies it. Message: I understand the ideas well enough to
illuminate them in a new way.
10. Don’t “Quote and Run.” Don’t commit the literary equivalent of a “hit and run” automobile
accident! First, use a quotation only when the author’s exact words are more effective than
any paraphrase could be. Second, explain and comment on the quotation used. Do not use a
quotation without any explanation. Rather, show how you interpret the quotation. Message: Here
is how I interpret and employ the author’s words in my argument.
11. Use the Active Voice and Strong Verbs. Use active voice rather than passive voice as much
as possible and replace forms of the verb “to be” (such as “is,” and “has been said.”) with
dynamic verbs. For example, change “The meeting was run by Joe” or “Joe was the director
of the meeting” to “Joe directed the meeting.” Message: I write with a powerful
dynamism that can move the reader.
12. Use an Appendix for a Summary. Do not place a summary of stories, films, or cases in body
of paper. Instead attach an appendix with this information and cite your appendix when you
refer to it (for example, “See Appendix 1, “The Good Samaritan,” paragraph #2”). Give each
appendix a title. Message: I maximize my use of the body of my paper for thoughtful
analysis rather than reporting information.
13. Conclusion: “Re-collecting” Your Argument. Bring together the different parts of your argument
by indicating how they establish your thesis. If one accepts your arguments, then what follows? Why
does your conclusion matter? Message: Here is how it all comes together and why it matters.
You Can Write a Great Paper!
Dr. Leininger’s Writing Guidelines
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III. Demonstrating Strong Scholarship
14. Follow an Accepted Manual of Writing Style Except as Indicated Herein. Papers must be
double-spaced (except that identifying material at the beginning, abstracts, and appendixes
should be single-spaced) and follow an accepted manual of writing style except as noted in
this handout. The preferred manual is the one used in Freshman Seminars at Regis
University: Diana Hacker. A Writer’s Reference. 5th ed. Boston: Bedford/St. Martin’s,
2003. This is available at the Writing Center. Message: I have followed standards of
writing that are well established in scholarly communities.
15. How These Writing Guidelines Modify Accepted Manuals of Writing Style. These writing
guidelines modify accepted manuals of style by, for example, requiring the use of abstracts,
headings, paragraph numbers for electronic citations, and headers listing “Page 1 of 6” on
each page. You should follow these writing guidelines whenever they conflict with an
accepted manual of style. Message: I have followed the criteria that will be used in
grading this paper.
16. Use of the Writing Center by all students is strongly encouraged. Bring this handout and a
draft of your paper to your appointment with the Writing Center and attach the draft marked
up by the Writing Center with the name of the consultant and items addressed at the back of
your paper. Message: I care enough about this paper to consult with persons trained to
help improve the writing of others.
17. Cite Page Numbers for all Sources and List Works Cited. Use any well-accepted citation
style so long as you also provide page numbers or paragraph numbers (e.g., for a church
document or a website) for all citations. If you are citing a webpage you need to indicate as
precisely as is reasonable where to find this text, e.g., “Section II: The Life of St. Ignatius,
paragraph 3.” (Note: this means adding this information to APA format and to MLA and
APA electronic citations.) Whenever words or ideas are drawn from other sources and/or are
not your own (e.g., quotations or paraphrases), you must cite your source in a way that shows
the reader exactly where to find the words or idea in the text. At the end of your work,
provide a list of all sources that you drew upon in writing your paper, i.e., “Works Cited”
(MLA) or “References” (APA). If you read a book but decided not to draw upon its ideas in
your paper you should not cite it. The instructor may check papers against an online service
to confirm that it is entirely the work of the student. Message: I show integrity in my
scholarship by telling you precisely where you can check my sources.
18. Use Reliable Scholarly Websites. When citing a website document provide a) name of
author and institutional affiliation or scholarly credentials and b) paragraph number so that
the reader can easily find the exact location (this means that you must count the
paragraphs in the document). Do not use a website source as an authority unless you can
cite the name of the author, his/her position, and institutional affiliation. When there is no
better source available, you may make limited use of a website provided that your argument
does not depend upon the reliability of this website and you have made its level of reliability
clear to the reader. For example, you may simply want to show that Neo-Nazi websites
continue to post hateful racial messages. Message: I draw upon reliable sources.
19. Headers at Upper Right Corner of Each Page. In the upper right header of each page
list "Page x of y" (x = page number; y = total pages). In Microsoft Word, drag down the
You Can Write a Great Paper!
Dr. Leininger’s Writing Guidelines
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“View” menu to “Header and Footer,” and click this, tab to the right side, type “Page” then
click the icon with the # symbol for page number, type “of,” then click the ++ icon for total
number of pages. Message: As in any good scholarship, I provide a precise way for
others to cite my ideas and know if pages are missing.
20. Proofread with Care. Don’t expect your reader to care when you don’t demonstrate care.
Being human often involves making errors. However, as more and more errors accumulate,
the reader asks “Why should I read this if the author hasn’t even read it?” Failure to
proofread carefully sends an unavoidable message to your reader that you don’t care enough
about what you write to bother reading it. Because it can be difficult to catch your own
errors, ask someone else to proofread your final draft. Message: I formulated and reviewed
my argument with great care so that it will deserve your careful consideration.
21. Turn in Papers on Time or Ask for Extension At Least One Week in Advance. Late papers
are marked down 1/3 of a letter grade during each 24 hours. Message: This is not a last
minute effort to throw something together. I care enough about this paper to plan
ahead to allow adequate time for a deep learning experience and a first-rate piece of
scholarship.
IV. Learning from Your Mistakes
22. Rewrites will be accepted no later than one week after papers were returned in class. (This
deadline applies irrespective of whether or not you were present at class. You may arrange
for another student to pick up your graded paper or to notify you that papers may be picked
up in L32 in the basket marked “Graded Papers: Dr. Leininger”). Rewrites require
a) a marked up draft from the Writing Center (along with the name of the person who
helped you and on what issues)
b) a redlined version that shows what changes were made from the first version that you
submitted (use either Microsoft Word's redlining function or track changes function—the
Writing Center can help you with this--OR simply mark with a yellow highlighter all
words that remain unchanged from the original draft), and
c) the original paper with my comments and grade attached at the back.
Rewrites are the most effective way to improve writing. Do not submit a rewrite unless you
have substantially changed your paper and/or grammar. If the Writing Center does not have
any appointments available within one week, you will need to find someone else who is a
good writer and who will generate a marked up draft designed to improve the paper. You
will also need to complete steps b) and c) above. Message: I care enough to learn how to
improve my paper by consulting with an editor and I have the integrity to show you
exactly what I have and what I have not changed from the original paper.
Abbreviations used in paper comments
SS = Poor or awkward sentence structure (and often incorrect grammar)
AWK = awkward construction
AV = use active voice rather than passive voice
WC = problematic or awkward word choice
SP = incorrect spelling