THE WRITING CENTER AT CLAREMONT SCHOOL OF THEOLOGY
The Writing Center is available to all Claremont School of Theology students.
If you have any questions about any stage of your writing process or want
help overcoming writer's block or interpreting an assignment, or if you just
want someone to tell you that what you have written makes sense (or not),
feel free to make an appointment online (click the graphic below).
The Writing Center is located in Craig 104B. The phone number is 909-447-2539,
or you can email the director at writingcenter@cst.edu.
Academic Year 2010-2011
Message from Jennifer Mawhorter, Director of the Writing Center
Kirsten Gerdes, Tim Urista, and Annie Wells are the Student Writing Center Tutors for the 2010-20011 academic year. If you would like help from the Writing Center, you can make an appointment by clicking on the icon above. Alternatively, you may make an appointment by phone or email (writingcenter@cst.edu). You may also drop by the Writing Center when it is open, and we will help you if we are not already booked.
* If you make an appointment, please show up. If you need to cancel, please do so 48 hours in advance in order to make that appointment time available for another student. We look forward to seeing you in the Writing Center!
Tutoring by Telephone
The Writing Center offers writing tutoring by telephone for those
who are unable to come in person. Just click on the "Make an Appointment"
link above (You will need to use your cst.edu email address.) When you click
on an appointment time, check the box in the pop-up box that says: “Check
the box if you will call in for a teleconference” and submit your paper where
it says “Please click here to submit your paper for your teleconference appointment.”
Note: You need to submit your paper a day ahead, so that we can print your
paper and be ready to discuss it. Also, please have a copy of your paper and
a pen in hand when you call the writing center at (909) 447-2539 for your teleconference.
We hope this new service makes the Writing Center more available to commuter
students and others who can’t come in person.
INTRODUCTION TO WRITING AT CLAREMONT
Writing is taken very seriously at Claremont School of Theology. This introduction
to writing at Claremont will point out some of the expectations shared by
the faculty for student writing, provide some examples and discuss certain
matters of importance related to writing at Claremont.
Writing is the primary tool of communication in academia. In most of your courses, your grade will be based primarily on the professor's evaluation of what you have written. Beyond the academy, writing is an essential tool of the professional world. The effectiveness of church bulletins, grant proposals, letters to the editor and a myriad of other writing tasks will to a large extent determine your effectiveness in the professional world whether as a pastor, political activist, teacher or wherever God may call you. Learning to write clearly is important.
Many students come to Claremont from successful careers in fields such as law, medicine or business. These students are sometimes surprised to discover that the writing style and rhetoric (way of presenting ideas) used in these various fields does not meet the expectations of the faculty in their course work. Appropriate and effective writing styles vary according to the context and the expectations of the audience. At Claremont, the context is academic, more particularly, the humanities. The expectation of the audience (your professors) is based on the style and rhetoric of the humanities. The style guidelines used in the humanities generally and at Claremont specifically are found in The Chicago Manual or Kate Turabian's A Manual for Writers (usually referred to as just "Turabian"). Turabian is a must for all doctoral students, and some faculty require Turabian even for master's level students. Turabian has more details than Form and Style but is harder to use and takes some practice to get used to. While Turabian is clearly more thorough, both Turabian and Form and Style are summaries of Chicago; so if you follow either faithfully, you will not run into problems. And therein is the core of the issue: faithfully following a style sheet. Either book will give the details about what your papers should look like (margins, fonts, layout, etc.) and how to properly use and cite sources. All you have to do is look it up.
Style, however, refers to more than just footnotes and page numbering. Style also refers to syntax and punctuation. There are a couple of basics you should keep in mind when writing for Claremont professors. First, clarity is more important than beauty. Second, punctuation should be consistent and minimal. Third, sentences should be no longer than necessary. The best and most concise book for guidance on style is still Strunk and White's Elements of Style (available free on line at http://www.bartleby.com/141/). If you have never read this, you owe yourself the favor as soon as possible. If you have read it, maybe you should read it again. For those who would like something that goes a little deeper, I recommend Writing with Style: Conversations on the Art of Writing by John R. Trimble; or for something more contemporary and a bit more theoretical, I recommend Style: Ten Lessons in Clarity and Grace by Joseph Williams.
Rhetorically, writing in the humanities is overwhelmingly thesis based writing.
That is, Claremont faculty will expect to find in the introduction to your
essays a very clear thesis statement (even if it is merely descriptive: "In
this essay I will discuss five ways Barth understands 'Word of God'"). Moreover,
thesis based writing incorporates topic sentences at the beginning of paragraphs
that introduce new material. The topic sentences function as an outline, sort
of like an exoskeleton holding the essay together. A typical topic sentence
looks something like this: "The third way Barth understands 'Word of God'
is as the Bible." If you are not familiar with thesis based writing, just
about any college writing handbook will give you an overview. You can also
contact the Claremont Writing Center (447-2539 or email thedirector at writingcenter
@ cst.edu) located in Craig 104B. Tutors at the Writing Center are available
to assist you in any aspect of the writing process (this is a free service
available to all Claremont students).
SOME SPECIFICS
While students can find all of the following in Turabian or Form and Style,
I want to point out some of the basics here.
- Typeface: Twelve point, Times New Roman (or similar). Not acceptable: Bold type, colored type, larger or smaller fonts (with the possible exception of footnotes which may use ten point type).
- Paragraphs: Indent, double space, justify to the left, do not skip lines between paragraphs.
- Margins: one inch on all sides.
- Page numbering begins on the second page of text and should be placed in a header in the top right corner with the author's last name: for example, Smith, 7.
- Staple papers at the top left corner. Do not use folders or binders unless the professor specifically asks for it.
Graphically speaking, nothing in the physical appearance of your paper should
make it stand out from the others. The professors are looking for evidence
of great thinking, not impressive graphics.
KINDS OF WRITING ASSIGNMENTS
Students at Claremont, especially at the Master's level, can expect to encounter at least four different types of writing assignments. I categorize these broadly as thesis based essays, reflection papers, exegesis papers, and unique assignments. Before we look at each of these separately, I must issue the following warning: Understand and follow the instructions given by specific professors for specific assignments. Professors often ask for specific features in certain papers such as title page or no title page, parenthetical references or footnotes, or a supplied outline that is to be followed. Carefully read and adhere to the instructions given by the professor, keeping in mind that the most common reason for a poor grade on a paper is not following the professor's instructions.
Thesis based essays are the most common writing assignments. Thesis based essays have for many purposes. Two of the more common tasks are to analyze a text (such as letter written by a sixteenth century Jesuit missionary in China) or to describe an idea (such as how Marjorie Suchocki understands the doctrine of sin). It is important to keep in mind that in such writing tasks, the professor often does not want to know your opinion on the topic. Rather, the professor wants you merely to analyze what the text says (often following a provided formula such as "how does X understand Z and why does X understand it that way) or describe how a particular person understands a particular idea. The goal of such assignments is to demonstrate your ability to understand and explain clearly the texts or ideas of others. The opportunity to explain your own ideas will come later. The professors often want students to learn a format and style that is acceptable in the field (i.e. theology, biblical studies, history) before the students begin expressing their own theological, biblical or historical opinions .
Such thesis-based essays usually follow a common pattern. First, a brief introduction which includes a clearly stated thesis (even if it is merely descriptive). Then each section of the essay is introduced with a topic sentence clearly stating the topic of the section. Finally, a concise summary concludes the essay. Often very strict guidelines in terms of topic, number of pages and notation style (parenthetical or footnote) are also provided by the professor.
Reflection papers are a much looser form of writing than thesis based essays. In a reflection paper, a professor wants you to write about your ideas as you reflect on an assigned topic or text. As long as your reflections are directly related to the assigned topic or text, you are pretty much free to write whatever you want; but always keep in mind that someone will have to read what you have written. Reflection does not mean stream of consciousness. Basic conventions of form, style and rhetoric still apply.
Exegesis is a technical form of writing in biblical studies. Generally speaking, exegesis is the disciplined examination of various aspects of a (usually biblical) text in order to determine the meaning of the text. Often each professor has specific guidelines for exegesis papers in terms of both content and outline, especially at the introductory level. In spite of the wide range of preferences and emphases in exegetical writing, there are some common characteristics in most exegesis papers. For example, exegesis papers do not always have a clearly stated thesis in the introduction. They tend to be organized by level of inquiry starting with textual issues, moving to literary and historical/cultural issues and ending with theological issues. Each paragraph or section of the exegesis paper looks at the given text (called a pericope) through a different lens. For example, one paragraph might examine the meaning of specific words in the pericope, the next might focus on a specific literary device (repetition, for example), the next might focus on a specific historical event that the pericope mentions. Each of these paragraphs (or sections in a longer paper) attempts to pull meaning from the pericope by examining it in a specific way or from a specific perspective. Rather than summary conclusions, exegesis papers tend to have conclusions which tie together the significant points of the essay to provide a somewhat unified meaning, interpretation or application of the pericope to a specific context. That context might be the context of the original author(s) or redactor(s), or some contemporary context.
Unique assignments are those for which the professor gives specific
instructions in terms of style or outline/rhetoric. For example, in a religious
education or pastoral counseling course you may be asked to report on an experience
or activity using a very specific format such as by answering three questions
or by "dialoging" with the authors you have read in the course. It is important
in such cases that you clearly understand the expectations of the professor
and follow the instructions of the professor exactly. Keep in mind that what
may appear to you as an arbitrary request may indeed have an important purpose.
Even if the professor's instructions seem arbitrary, you should do your best
to follow them.
USING SOURCES
Unintentional plagiarism is a serious matter in graduate school. Unintentional plagiarism most often occurs when a student loses his or her own voice. That is, instead of the student remaining in control of what he or she is saying with his or her own voice. The scenario goes something like this: the student finds a source with whom he or she agrees and, making a few changes in wording, basically follows the structure of the source material. Even if citations are used, this is a recipe for plagiarism. The following are some commonsense suggestions to help you avoid unintentional plagiarism.
- Use your own voice. Put what you have to say in your own words. Don't hide behind the "experts."
- Never compose essays with source material open. Take notes from source material on note cards and compose from those cards.
- Clearly mark cards to distinguish summaries from quotations.
- Keep quotations brief and few. Use direct quotes as spices in a meal, not as the main dish.
- Use block quotations only when you plan to give extensive analysis of the quoted material.
- Always introduce quotations (e.g. According to Helmer, "….").
- Summarize or paraphrase material using sentence structure that differs significantly from the source. (Changing a few words, but keeping the same basic sentence structure of the original is still plagiarism.)
- Provide a citation for all quoted, paraphrased or summarized material. When in doubt, provide a citation.
Examples:
Original Source #1
Cheap grace means the justification of sin without the justification of the sinner. Grace alone does everything, they say, and so everything can remain as it was before. [1]
Plagiarized Version #1A
Cheap grace means the justification of sin but not the justification of the person who sinned. Some people say that grace alone does everything, so everything can remain the same. [2]
Comment:
Even though the writer has cited the source, quotation marks were not used around direct quotations such as "cheap grace means the justification of sin" and "grace alone does everything."
Plagiarized Version #1B
Cheap grace is taking care of sin without dealing with the one who sins. God's unmerited favor alone takes care of everything, some say; so the situation can stay as it was before. [3]
Comment:
Still plagiarism. Replacing key words with synonyms but keeping the basic sentence structure of the original is still plagiarism, even if you provide a citation.
Acceptable Version #1C
According to Bonhoeffer, cheap grace refers to the theological position that a sinner can be justified before God without changing his or her behavior. According to this theological position, one does not need to change to receive justification for it is provided by grace alone. [4]
Comment:
This is a legitimate paraphrase of Bonhoffer's words. Note that it is both introduced and footnoted. Also note that short phrases (usually three words or less) do not necessarily need to be placed in quotation marks, especially if the sentence structure is completely different from the source.
Original Source #2
As Christianity spread, and the Church became more secularized, this realization of the costliness of grace gradually faded. The world was Christianized, and grace became its common property. It was to be had at low cost. Yet the Church of Rome did not altogether lose its earlier vision. It is highly significant that the Church was astute enough to find room for the monastic movement, and to prevent it from lapsing into schism. [5]
Plagiarized Version #2A
Christianity spread throughout the Empire but at the same time it became more worldly; thus the realization of the costliness of grace gradually faded away. As the Empire embraced Christianity, grace became its common property and was available cheaply. Nonetheless, the Church of Rome did not completely lose its earlier vision. That the Church was smart enough to make room for the monastic movement and to keep it from dividing from the Church is highly significant.
Comment:
Plagiarism: not only does the writer copy the outline and sentence structure of the original, she or he fails to place within quotation marks long phrases taken directly from the source such as "the realization of the costliness of grace gradually faded" and "grace became its common property." Moreover, there is no citation.
Plagiarized Version #2B
According to Bonhoeffer, Christianity spread throughout the Empire but at the same it became more worldly; thus "the realization of the costliness of grace gradually faded." As the Empire embraced Christianity, grace became its common property. Nonetheless, the Church of Rome did not completely lose its earlier vision. It is highly significant that the Church was "astute enough to find room for the monastic movement," and to prevent if from "lapsing into schism." [6]
Comment:
Still plagiarism. Although the writer has introduced the material and included a citation and placed some quoted material in quotation marks, other direct quotations are not in quotation marks such as "grace became its common property." Moreover, the sentence beginning with "nonetheless" is a direct quote with only two words replaced by synonyms. Finally, the overall structure of the paragraph and of each sentence mimics the original too closely.
Acceptable Version #2C
Bonhoeffer argues that monasticism within the Church is evidence that the concept of costly grace was not completely lost after Christianity became the state religion. Nonetheless, the Church was largely secularized during this period; and for most, grace "was to be had at low cost." [7]
Comment:
Notice that the paraphrased information is introduced and a citation is provided;
both the over-all structure and the sentence structure differ significantly
from the source. One small quotation is used to add flavor.
NOTATION STYLES
For most of your papers, you will be asked to follow the footnote/bibliography format of the Chicago Manual of Style. We will briefly look at this style later. First we will look at a parenthetical notation style that some professors will ask you to follow on some shorter assignments, especially when all of your references will be to one or two texts.
This simple parenthetical style is a local hybrid, so you need to follow the specific instructions of the professor who asks you to use it, for there are some small variations among the faculty. Some of the common features of this style are the following:
- The title and author of the text(s) which will be cited are named in the introduction of the essay.
- No bibliography or works cited sheet is included.
- For each citation, the author's last name, followed by a comma and the page number, is placed in parentheses after the last word of a sentence but before the final punctuation.
Example:
Nonetheless, the Church was largely secularized during this period; and for most, grace "was to be had at low cost"(Bonhoeffer, 49).
- If there is more than one work by an author, or if the professor requests it, a shortened form of the title is also included.
Example:
Nonetheless, the Church was largely secularized during this period; and for most, grace "was to be had at low cost"(Bonhoeffer, Discipleship, 49).
For the Chicago footnote/bibliography style, you must carefully follow either Turabian or Form and Style. This style is very different from APA and MLA. If you are unfamiliar with this style, you should carefully read chapter seven of Form and Style before you attempt to use it. Keep in mind that footnotes look different from bibliographic entries:
Footnotes are in numeric order at the bottom of the page. They are indented, with the author's first name first. Commas are used between items and publication information is in parentheses. Page number is included.
Example:
[1]Dietrich Bonhoeffer, The Cost of Discipleship, trans. H. Fuller, (Munich: Chr. Kaiser Verlag, 1949; Macmillan Publishing Company, 1963), 46.
Bibliographic entries are in alphabetical order at the end of the essay under the heading, "bibliography." They have a hanging indentation with the primary author's last name first. Periods are used between items and publication information is not in parentheses. For most book entries, no page number is given.
Example:
Bonhoeffer, Dietrich. The Cost of Discipleship. Trans. H. Fuller. Munich: Chr. Kaiser Verlag, 1949; Macmillan Publishing Company, 1963.
Keep in mind that punctuation and form have a purpose in notes and bibliographic entries, so creativity is not appreciated. See Turabian chapters eight through eleven or Form and Style chapter seven for abundant examples.
