`Impediments`

Many working adult students write their essays without using a thesis statement, and seldom support their assertions. They do not realize that making an argument--expressing a point of view on a subject and supporting it with evidence--is the aim of academic writing.

Further, many students’ demonstration of their ability to use or apply course material beyond what they have read or heard is exiguous.

Some students incorrectly write their papers employing lists, platitudes paraphrases, generalizations, sweeping statements, unsupported claims,and quotes, which are surreptitiously disguised as the student’s own words.

Intervention Strategy Checklist to Overcome These Impediments

The student author’s intentions must be clearly stated, with a thesis statement that is supported throughout with concrete detail, specific examples, and lively language.
Paragraphs need to contain clearly stated topic sentences, all of which establish a clear pattern of development and maintain the essay’s focus.
Transitions throughout need to be natural, strong, effective, and fluid, without hint of contrivance or artificiality.
Diction needs to be fresh, economical, and vigorous.
Sentences need to clearly establish their main ideas and employ a refreshing variety of structures.
Student authors need to develop a distinctive voice.
Student authors must satisfy all the requirements of the assignment. Students should use headers that mirror the components of their assignment, so that the reader can readily see that the student has addressed each issue.
Students are urged to submit their class assigned papers and projects to the Virtual Writing Lab. The lab is available by link from the Student Web http://ecampus.phoenix.edu. Feedback will focus on format, grammar, organization, punctuation, and usage