Writing Guidelines

At Clayton State University, writing is taught and assessed as a major part of the Communication Outcome, which, along with Critical Thinking, serves as a measure of the attainment of a well-rounded general education. This Communication Outcome is defined at Clayton State University in the following terms:

• Communication is much more than setting forth information; it involves an interchange of ideas or thoughts between a sender and a recipient. Whether the communication takes the form of a written paper, a letter, an oral presentation, or a problem-solving discussion in a small group, the ultimate goal is a clear, meaningful exchange of ideas between the sender(s) and recipient(s). Regardless of its purpose or form, communication is characterized by the following components:
• Content: The information conveyed must be appropriately accurate and extensive to meet the purpose of communication. The communication must demonstrate the sender's awareness of the qualities the recipient brings to the exchange. The details selected and the level of development must be appropriate for the recipient's level of familiarity, comprehension level, and attitude toward the information.
• Organization: Well-organized communication must be characterized by an orderly sequencing of information, with logical movement from the beginning to the end. It possesses unity and coherence, supports the focus topic, and provides clear transitions from one key point to the next key point.
• Mechanics, Grammar, and Style: Effective communicators carefully select and arrange words, phrases, and clauses to create clear relationships among ideas within sentences. To foster clear communication, effective communicators bring together all the presentational tools at hand, including those involving voice or punctuation, sentence structure, gesture, and elements of format. An effective communication also involves style, tone, point of view, attitude, or personality of the sender.

The Writing Guidelines subdivide written communication into these three domains, so that instructors and students can diagnose particular features of writing as well as identify particular strengths and weaknesses in these areas. These writing skills and assessment standards are the focus of instruction both in English 1101 and English 1102.