While you've been writing for your entire student life, and your writing helped you get into grad school, it's still possible to do it better within the confines of academia. Here are five common writing mistakes grad students make — and what professors say you can do to fix them.
Mistake 1: Taking feedback personally
Graduate students are used to being high achievers and often expect to be naturals at academic writing from the start. But that's unrealistic, professors say, and embarrassment should never stop you from asking for help. In fact, a student's reaction to feedback is one of the most important elements in the writing process, says Melissa Curran, PhD, an associate professor in family studies and human development at the University of Arizona, who admits to littering her students' papers with comments and corrections.
"Students should develop a bit of a tough skin," says Curran, who often sees students viewing negative feedback as a reflection of their personality rather than the quality of the writing. "Feedback is not retaliatory or an attempt to make you feel terrible, but a means for you to grow, learn and contribute a better product to the field."
A grad student can build a tolerance for feedback by seeking out advisors and peers who are willing to edit drafts or outlines. Then, a professor's review dripping with red ink or bursting with tracked changes will feel more like helpful advice than a bruise to the ego.
And if your professors return papers with scant corrections? Don't let them off the hook, psychologists say. Instead, ask them for more substantial feedback so that you don't lose an opportunity for growth.
Mistake 2: Saying too much
The fear of omitting relevant information can often prompt students to stuff their papers with details from other literature. But that's unnecessary, not to mention time consuming, says Joanne Davila, PhD, a psychology professor at Stony Brook University who has reviewed for numerous academic journals. "Good writing is making a tight and logical argument, and learning how to pick and choose material to support your point," she says. What's more, professors and reviewers can sniff out whether a student is simply filling space to meet the length requirement of a term paper or project. To their eyes, quality matters more than quantity.
To decide what stays in and what goes out, educators encourage students to focus on how previous studies relate to their topic or purpose. For example, you don't have to disclose the limitations of another study if they aren't concerns for your own topic. Keep in mind that readers who want to know more about other research can always find their way through your reference list.
Mistake 3: Not having a takeaway message
Rushed by a last-minute deadline or distracted by the novelty and complexity of a topic, graduate students can lose sight of the big picture. "I see a common reluctance to really carefully organize one's thoughts before starting to commit to the paper," says Erin Tone, PhD, a professor of psychology at Georgia State University, who incorporates writing guides such as The Elements of Style into her curriculum. She asks her students to develop an outline before they start writing — and then to revise that outline as needed.
Professors also warn that the novelty of a topic is not a sufficient reason for it to be published. Any reader should be able to explain why your topic is both new — and relevant — to the field. How can students determine whether the overarching message of a paper or article is solid? Ask a friend to read it — then ask him or her to tell you the takeaway message 15 minutes after finishing, educators suggest. If your friend struggles to come up with the answer, rework the paper to more clearly reflect the main points of your outline.
Mistake 4: Not following APA style
Using succinct and clear language and structure will keep reviewers engaged in the topic rather than distracted by small errors. Among the most important keys to engaging writing, for example, is using the active voice (e.g., say "the researchers found," rather than "the conclusion of the study was"). Also, avoid anthropomorphism (e.g., say "the researchers examined" rather than "the study examined"). Those and other small, stylistic details can be the reason your article is accepted by a journal or you get a good grade. Students should consult APA's online Journal Article Reporting Standardsopens in new window (PDF, 96KB) to be sure their work is complete and stylistically appealing.
"Professional writing is not creative writing," Davila says. "Being straightforward, using standard language and having parallel structure throughout are essential for writing a good empirical paper."
Mistake 5: Using casual language
Ronald Levant, EdD, a professor at the University of Akron and former APA president, says the casual tone that works for the smartphone doesn't fly in academia. "The style of communication in which students are constantly embedded carries over," he says. "And that is not appropriate for interacting in the professional psychology community."
Casual language can seep into the many forms of student writing, such as emails to professors, clinical case notes and even academic papers. Abbreviations, contractions and informal phrasing have become so programmed in student communication styles that they may go undetected in a paper if a student is not thoroughly revising his or her work.
Which brings us back to the ultimate student writing tip, according to educators. The success is not in avoiding the mistakes but in spotting and correcting them before you submit the work.