Environmental Studies Program Citation Style Recommendation
Chicago Manual of Style
Writing Guidelines
From
Professor Kai Lee
Q. How should an argument be structured? Is a thesis necessary? If so, how would you define a good thesis? Do you prefer the student to state her intended argument outright in the introduction, or to develop it through the paper and state it definitively only in the conclusion-or is she free to choose?
A. I generally prefer a journalistic style: lead paragraph, explaining the problem, findings, and conclusions (thesis, if that's the right word in context). The argument should generally begin with a statement of background and context; then marshal facts; then explain and apply explanations; and conclude with recommendations and a summary.
Q. How should a paper be presented on the page? Are there rigid guidelines for form (as in scientific lab write-ups) or are students free to experiment? Do you advise students to divide their papers into sections with headings and subheadings? How do students integrate tables and diagrams into their papers if need be?
A. Students should choose formats that suit the argument. Headings are generally useful. I encourage images, tables, and other non-textual means of presenting information; most of the time, these should then be explained in the text.
Q. Are there grammatical or stylistic conventions peculiar to writing in your discipline of which students should be aware? For example, is the use of first-person pronouns permissible? Is passive voice permissible? How do you feel about quoting other sources?
A. I prefer active voice. Personal experience should be reported, if relevant (e.g., in naturalist observations).
Q. Are there any writing guides or handbooks you would recommend to students with questions about paper writing (either in your discipline or in general)?
A. Strunk & White. [SAWYER REF PE1408 .S772 2000 The elements of style / by William Strunk, Jr.; 4th ed. New York : Longman, c2000.]
Q. What do you look for in grading a student paper?
A. Responsiveness to assignments (which I write in substantial detail).
Q. What are the most common stylistic, grammatical or formal mistakes you see in students' papers? How do these mistakes affect your evaluation of the content of a student's work?
A. Affect/effect; run-on sentences; lack of agreement between verb and subject; dangling participles. I normally allot 10 percent of a grade to "mechanics," and I do not hesitate to fail students (5 or less) on this dimension. The more serious problems of writing are not mechanical, however. They originate from an inability to organize an argument and to follow directions. The most common failing is stating a conclusion or argument without providing a basis for that statement. Such failures give the impression that the underlying studies have not been done, usually - that a student has not mastered a body of knowledge or has not searched diligently for materials upon which to base a discussion. Such failures normally drive a B evaluation (fulfilled assignment diligently) down to C or below.