While high school teaches the more mechanical aspects of studying and writing, college introduces the student to true academia. It assumes that the college student has a desire to become a junior scholar and because of that, the bar is raised and those who attend both colleges and universities are expected to research, write, and submit work at that scholarly level.
College will push you further than you’ve ever been pushed. It’ll expect you to take your writing to the next level – a step above what you’re used to. When it comes to writing, what you’ll need to complete high school level assignments are simply different that what you’ll need to complete college level assignments. Teachers in high school expect, again, the more formal of the written communication skills and practices, while college professors expect students to take what they’ve learned and to run with it.
If you’ve already graduated high school and if you paid close attention to what your English and writing teachers have been assigning and looking for as it pertains to your work, you may have noticed that what was desired was more mechanical in nature. Can you set up and express ideas coherently in well formed paragraphs? How well do you know your grammar? When and where do you utilize certain tools and rules of the English language? Can you form sentences well? Do you know what a thesis statement is and can you create one that compels a reader to continue on? Does it make sense and does it do what it’s intended to do? These foundational skills are actually what’s measured on the essay portion of the SAT. Basically, can a student at the high school level organize their ideas into clear and coherent paragraphs? Is their thesis consistent with the rest of their writing? Do their sentences and ideas flow well and are they structured in such a way as to effectively communicate the meaning and intention of the overall piece? All of these skills create the foundation of good writing. High school teachers (if they’re worth their salt) spend an inordinate amount of time pounding good form into students’ heads. The primary desire of a high school teacher is that their students leave them with the tools needed for application at the college level. As mentioned above, college writing is more demanding than high school writing. College writing is demanding in that it requires a student to think back to all those purely functional lessons they leaned in high school and to apply them to an entirely different type of work. While in high school, students are expected to adhere to much more of a formula-based writing, but while in college, students are expected to take that formula and apply it to a rigorous and deep analysis of a particular area. College professors what their students to answer questions. They want students to delve into ideas and explore them, not merely read about them from someone else’s writing and regurgitate them while using different words. High schoolers may feel like they’re on top of the world after they ace the writing portion of the SAT. But if they sit on their laurels and remain complacent in college, their professors won’t generously reward them for their past successes. Professors are notorious for handing out Cs and Ds to students who fail to demonstrate original and ambitious thought.
College level writing is sort of like debating, but it’s not. If that makes any sense. While engaging in a debate, the debater is oftentimes assigned a predetermined position or premise that they must work from. When it comes to writing, a college student isn’t expected to have formulated a predetermined thesis. That’s actually the point of the writing. As an independent junior scholar, a college student must take a genuine and driving interest in a topic to take on a complex question with full vigor. Students must begin the writing assignment with no assumptions and must approach the topic and question with an unbiased view. Then, they must consider many different positions and alternatives, pieces of evidence, and the various alternative explanations to offer an argument that makes sense to both themselves and the professor or whomever it is who will be reading the paper. In this way, writing is similar to debating in that research and evidence must be evaluated and positions taken in an effort to ultimately persuade.
Many brand new college students aren’t prepared for what professors expect from them and fail to meet the requirements. It’s not unheard of to see an entire class fail the first few assigned papers, merely because expectations weren’t met. It’s tough to grapple with how much work is actually required to write a thoughtful and complete college level paper. Think rough draft that includes a thesis and scope of an argument. Then think about working from the original rough draft, but starting over on a new draft that includes an almost well defined argument and a much more refined thesis. It’s usually in this second round that the student finds their faults in the first round. And even in the second round. It’s in the third writing of the paper that all the shortcomings are addressed, the argument perfected, and the thesis refined to such a level as to impress. And it’s only when the writing has something of substance to offer that it can be considered complete. It’s only when the professor is actually challenged or learns something that the paper is finished. College level papers are expected add to the conversation with originality and rigor.
It’s a shame really. So many college students are so bent on accepting assignments and simply completing them as quickly and effortlessly as possible. They think about what they’d like their conclusions to be before even putting finger to keyboard and then become extremely attached to their final work product. If a round of proof reading is called for, that’s fine. They’ll do that and then hand their papers in to their professors. Many students will get the grades they deserve, which aren’t great. Most will leave it at that, even if the professor suggests a rewrite. Perhaps the student will correct a few grammatical errors here or there and then hand the paper back in, expecting a markedly improved grade. When that doesn’t materialize, they become upset. What’s actually called for is an entire rewrite due to the fact that the writing assignment wasn’t approached with the intellectual and academic vigor that was expected by college and university level scholars. Imagine the frustration these professors face. Imagine attempting to stimulate true academic growth and learning within a student who doesn’t have an interest in that. After all, the purpose of attending secondary education is to learn and to grow, not to merely express and regurgitate. It’s not about only researching and taking what others have done previously and working from that, it’s about formulating unique and original ideas and exploring them to come to sensible conclusions. It’s about challenging the professor and what’s been previously accepted. It’s about enticing the professor to take a second and a third look at the paper and to set it aside to reread later on. It’s about getting an A, not a B. And if that takes a complete and utter rewrite and then another one after that, then so be it. After a few of those types of experiences, the student will come to understand what’s expected and what it takes to truly become a scholar.
What to Expect in College
Life is about motivation and ambition. We live day in and day out in a world where people aren’t great at telling us what they want. To get ahead on this planet, we need to use our intelligence and creativity to wade through the masses of average people in an effort to stand out. Imagine Steve Jobs or Bill Gates waiting for instructions on how to do something. If that was the case, there would be no Apple or Microsoft today. Both of these gentlemen took the initiative to see a challenge for what it was and to conquer it the best way they knew how. They didn’t wait for someone to give them an order or two. They just went out and did it. And they did well and then they failed. But they kept going and they finally succeeded. That’s the way you need to approach college writing.
A college professor isn’t going to hold your hand. By the time you get to college, you’ll be an adult. Accordingly, you’ll be treated like one. Adults don’t have their hands held. When you receive a writing assignment in your Strategic Business class that calls for an analysis of a local improvement district in a nearby town, no one is going to tell you where to begin. It’s expected that you articulate a plan and a strategy and get the paper done. And to be the best. It’s this initiative that professors look for most. Yes, your research has to be spot on and your writing needs to be outstanding, but it’s the go get em’ attitude that will win the day.
Back when I was in college, I took a History of AIDS class. In this class, we were handed a writing assignment. We could write whatever we wanted because the class was very laid back. Did I push the assignment into the recesses of my mind and try to type something up the night before or the morning it was due? No, I didn’t. The reason for this is because I was chomping at the bit from the very beginning. Before we were ever given the writing assignment, I assumed we’d eventually be asked to write a paper. Every day as I sat in class, I asked, “Why?” Why does this disease affect so many people around the globe? Why does it cross national borders so easily? Why wasn’t more being done to beat it or cure it? I knew we’d be given a paper eventually and I knew the instructions for it would be vague. That didn’t bother me because by the time we had received the assignment, I had already written it in my head. I had the motivation, ambition, and the curiosity that the professor was looking for and I earned an A on that paper and in the class. Professors want to see students launch towards things. They want to see careful analysis. It may seem like your professors don’t give explicit instructions and that’s because they don’t. And they don’t on purpose. The reason for this is because they want to see what you can do. If they spoon fed each student overwhelmingly clear step by step directions for writing every paper they wanted, there would be no reason for you to write it at all. Papers would be boring and there would be no method for gauging a student’s intellect. Plus, many papers would be nearly identical due to those instructions. What professors want is to be thrilled and shocked and blown away by their students’ success. They want to go home and tell their husbands or wives about you. Give them that opportunity.
If you remember nothing else, remember this. Your college experience is meant to separate you from the pack. Your campus will be full of bright intelligent people. You are the brightest and the most intelligent. It’s your job to find a way to exhibit those traits.
The truth is, professors won’t give you the answers they seek. The challenging part of researching and writing any college level paper is to anticipate those answers and to go out and find them. In addition, there may be no answers. Or, there may be only one or many. Or, the professor may not know the answers. It’s up to you to teach the professor something they didn’t already know. College papers are challenging to write by design. Writing assignments are crafted this way. The whole thing is no accident.
I know I just painted the college writing experience as if it’s some willy-nilly endeavor. It really isn’t. While your instructor may have a desire for you to go out on a limb to add some excitement to his or her life, there are quite a few generally accepted grading conventions out there. If you’re interested in seeing a bird’s eye view of what college professors look for and some of what they base their grading on, take a look at the list below. It’s from the Association of American Colleges and Universities. As it pertains to writing, these are the things you want to look for. From the list:
– Inquiry and analysis
– Critical and creative thinking
– Written and oral communication
– Quantitative literacy
– Information literacy
– Teamwork and problem solving
Of course, there will be a bit of variation between courses and professors, but if you focus on mastering the qualities laid out in the list above, you’ll be well on your way to doing some very good things.
Now, let’s go a step further. Let’s look at what goes through the average professor’s mind as they’re grading the paper you just handed them. They ask themselves, “Does this student have a…”
– thorough understanding of context, audience, and purpose,
– mastery of the subject,
– detailed attention” to writing conventions,
– skillful use of high-quality, credible, relevant sources, and a
– graceful language.
If you can ask these questions of yourself and answer all of them in the affirmative before you hand the paper to your professor, you’ll be in good shape. Basically, in a university level course, it’s expected that you’ve thought an issue through and have taken the time and made the effort to explain your thought process in a precise and understandable way. Professors love that.
In later posts, I’ll be writing a lot more on these topics. I’ll be discussing how to discover the real purpose of an assignment and thesis, how to best devise an organizational strategy, and then how to master sentence-level expression. Keep reading, keep writing, and keep your chin up!
Writing for College Professors: What Do They Want?
The entire concept of writing for college professors is a bit confusing. Think about it. It’s not like you’re writing a personal letter to a friend. You’re not explaining anything new to whom you’re writing. What you’re doing doesn’t even seem natural. Yes, you’re writing one-on-one to an individual, but you’re not exactly educating this individual. Your professor likely has a more comprehensive knowledge of the subject matter about which you chose to write, so why do it at all? And the truth is, you likely don’t even have a full working knowledge of your subject matter. So what should your angle be when going about this sort of thing? How should you approach it and how do you do a good job?
I have a few tips for you when it comes to your college writing, but I’d first like to frame things out for you. When dealing with academics, you need to understand your role at the university. You must remember who exactly you are. In the most basic sense, you’re, as mentioned previously on this website, a junior scholar. What do scholars do? Well, they learn and research and then report back to other scholars. Now, just because someone is considered a scholar doesn’t mean that they know everything there is to know. Scholars may think along the same lines as one another, but they certainly can’t study all topics and all subjects. Those things are spread out among many different people. Each scholar studies his or her own section of the world. Then, when they report back, they must understand that while who they’re reporting to may have some cursory knowledge of the subject, their readers are looking to be filled in with the rest of what they don’t already know. These readers are busy people engaging in learning and research of their own, so they’ll appreciate reading something that’s targeted toward them by someone who is writing for them and not to them. And this is exactly how you should view your writing for your professors. You’re a junior scholar and they’re senior scholars. They don’t know everything, so it’s in your best interest to share what you’ve discovered in a compelling way that will benefit them.
We already know that your professors will likely know more than you do about a certain topic. You need to ask yourself, “Is my professor trying to learn from me or do they seek something else?” Then ask yourself what the reason is that you’re in college in the first place. It’s you who is trying to learn. And to do so, you need to train your mind how to reason and how to think. The goal of your professor is to teach you how to work through complex ideas. They’d like to see you deepen your knowledge through learning, research, writing, and rewriting. It’s the struggle that will aid in your learning and it’s understanding this purpose of writing altogether that will guide you through and help shape your decisions. Your goal in writing a paper isn’t to enlighten anyone but yourself. It’s the entire process that will make each and every successive paper better than the last. And to benefit from your writing, you’ll need to keep a sharp focus on that writing’s purpose; to learn. To learn how to critically think and how to delve deep into a topic. Pretend that you’re writing for colleagues who know some, but not as much as you do. Fill them in. Explain to them the importance. Show them why. By doing this, you’ll begin to realize the importance of what you’ll eventually become, which is an expert.
I’ll offer you a quick tip here that may prove to help you throughout your college career. When you receive an assignment, don’t shy away from it. Don’t groan and hide the assignment away, only to look it over closer to its due date. Review the assignment immediately and begin to develop an action plan in your mind. Become excited that you have the privilege to write for an esteemed college or university. Remember how badly you wanted to attend your school and prove to yourself that you can impress your professors with your enthusiasm. If you approach your assignments in this way, you’ll only travel in one direction and that’s straight to the top.
Think for a moment what your college professor gets out of assigning you a paper. They can just as easily give a few Scantron tests per semester and be done with it. Papers take a lot of time to grade. I encourage you to sit down and read a paper that you’ve written. See how long it takes. Then, reread your paper as if you’re going to grade it. Content, style, grammar, and all. That’s going to take a lot longer. Now, multiply your paper by as many students your professor teaches every semester and again, ask yourself what the professor gets out of it. I’ll tell you what. They get paid because it’s their job, yes, but they also the satisfaction of enlightening his or her students. Of passing on the knowledge and wisdom of research and work ethic. Professors have many more obligations than just teaching. They also have to prepare their lessons, do research themselves, advise students, and sit on committees. When they do find the time to grade your paper, it’ll likely be late at night and on the weekend. So the next time you write, write as if you understand what your professor is attempting to convey. What is it that’s meant to be learned? Impress your professor and you’ll be rewarded handsomely for it.
As you progress through your college career, you’ll find many a different type of professor. Some will hold your hand while others will mostly leave it up to you to figure out. I can remember when I was back in college. I had professors who would explain their expectations in great detail. They’d tell us what the goals of the class were, what they expected of us, and how exactly we’d be graded. Some of them would even give us progress reports as well as various suggestions for doing the best we could in the course. Other professors would give assignments that were much more open-ended which the students would have to sort of “figure out.” As students, we’d moan and groan at these types of professors because we were extremely conscientious. We wanted details. The more, the better. When we didn’t get them, we’d oftentimes complain about the professor and give him or her poor reviews. We’d think they had other more important things to do or that they didn’t care about the students. We’d think they were lazy or incompetent. What we didn’t realize was the the professors who gave us the most freedom were doing us the biggest favor. We had as much room as we wanted to learn and discover, but few of us took advantage of the opportunity.
The type of professor I’m referring to here will likely only give a topic and length as a writing assignment. This minimalist approach is on purpose. There are a few reasons for this and they are:
1. It wasn’t always like this. Back some decades ago, college professors didn’t “teach” like they do today. Students were left to figure things out for themselves. So today’s professors were those students who were left to learn on their own. They did well, took advantage of the opportunities afforded to them, and made the best of it. And because of all that, they excelled to the rank of university professor today. There’s little chance that a student complaining today about the lack of details will have any effect on someone who’s been through more trying times themselves. These professors lived through times were only lectures, exams, and papers were commonplace. It was up to them as students to learn everything else. Many hours were spent in libraries attempting to learn about a certain field or two. This type of information wasn’t spoon fed to the students. Exact measurements and grading policies simply didn’t exist. And the students were better because of that.
2. A student who can figure it out for him/herself and does well at that is a better student. The really good swimmers figured it out for themselves. They were forced to adapt. They learned the ins and outs of swimming. No one held their hand. When hands are held, reliance is developed and that’s not what anyone attends a university for. When a student can thrive in a competitive environment where they’re he or she isn’t spoon fed information, it makes the student stronger and more adaptive. They develop valuable problem solving skills. When a student can’t figure out how to write a good paper on their own, perhaps they’re too weak to graduate at the university level.
3. Your professor is simply too good. Sometimes, professors who have been around for a very long time are so involved in their field of specialty that they have simply forgotten how to coddle the students they teach. This is all the more reason you need to step up to the plate to dig into the mind before you. Imagine being trained by Picasso. Do you really think he would sit you down and explain every detail of success to you? No. He would likely paint and yell at you for not doing as well. You’d stick with it though because you would know the value of training under such an artist. Think of your professors the same way. After all, it was you who put yourself in the situation you find yourself.
4. Independence, Scholarly innovation, sense of discovery. These things are intensely important to those professors who value academic freedom. Their goal for their students is to have them graduate enlightened, flexible, intelligent, and diversified. Their goal is not for you to merely obtain a degree. It’s my guess that these types would rather have you learn how to think and fail all of your classes than to graduate with an empty mind that didn’t try very hard. Any attempt to funnel these types of professors into some sort of standardized process is abhorrent to them. Recognize this and take advantage of it.
I can tell you one thing for sure – as a freshman heading into your first year at college, you’ll become frustrated by the seemingly lack of caring by some of your professors. Try to avoid feeling this way. As one of my old writing professors used to tell my class, “Rise to the occasion!” Every time we’d complain, she’d tell us to “Grow up.” “Succeed!” “Show me your best!” “Impress me!” I got an A in that class because I figured out her system. I put her puzzle together. She gave us very little to work from, but I slowly picked up on the clues and learned what she was looking for and what was expected of us. I learned what we needed to do to impress her. My first year at college certainly was an experience. I discovered that complacency had no place at the university. That I needed to be much more scrappy than I’d ever been in high school. I asked other students how they made it through their classes. What certain professors were like. I read books on how to success at college. I read each course syllabus. And all that I did paid off in the end. I did very well in college and I use the skills I learned there regularly today.
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