Good Writing Guide Sociology

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The Good Writing Guide

INTRODUCTION

Good writing is important. The ability to write clear and accurate text is the most useful skill that

you will learn at university. Whatever subject you specialise in, and whatever career you chooseafter you graduate, a command of language is a valuable asset. When employers offer a job toan M graduate they are sometimes interested in how much he or she knows about emotionallabour or inter!generational social mobility, but they are always looking for someone with goodanalytic and communication skills and an eye for detail. "n almost any job, you will spend time

working with a range of texts. #ou may produce written reports, letters or marketing copy. #oumay also give lectures or presentations. "f you are aiming for a career in which you can uselanguage stylishly, such as journalism or creative writing, it is e$ually important that you knowthe rules of good plain %nglish.

This document will help you to think about how you write. "t will also improve your reading skills.While you are a student you will often be a reader, absorbing information from other sources oranalysing the structure of a text. When assessments come along, you will be a writer, andsomeone else will read and analyse your work. &eading and writing are closely connected."mproving your skills in one area will have a knock!on effect in the other. 'et yourself highstandards in both these areas. (ne of the simplest ways to improve your own writing is to readactively and to look at how authors mould the language to their own purposes. Try to develop aneye for style and sentence structure as you read. This will help you to assess your own writingand expand your language skills.

While you are at university, )good writing* means being able to produce a clear, grammatical,logical argument to answer a $uestion in an exercise, an essay or an exam. This is not the placeto be innovative or poetic. +hances to be creative with language are available elsewhere.cademic writing should be clear, clean and correct. "t should display your knowledge andexpress your ideas. Good writing is always aimed at a particular audience. #our audience is theteachers- who will mark your work. #our teachers are highly $ualified, and are likely to be thekind of people who have an obsessive interest in grammar and spelling. They will consider acommand of language as important as any ideas you might want to share. "f your grammar is sopoor that it obscures your argument, you may fail the assessment. Markers cannot give credit for

what they think you might have wanted to say. What is on the paper is all that counts. Goodwriting is not an optional extra to a degree it is the core of the education system. Make this yourprimary goal at university. %verything that you study can be channelled towards making yourselfa more perceptive reader and a more accurate writer. Get this right and you will understandmore of what you read. #ou will also be able to express your own ideas with force and clarity.

This booklet is divided into three sections. 'ection contains advice on reading a text foranalysis, and on setting up your answer to a $uestion. "t looks at planning, structure andparagraphing, and it explains some technical terms. 'ection / deals with language. "t highlightssome common problems, and it offers advice on how to sharpen up your prose. 'ection + deals

with using sources. "t explains referencing and how to use critical material. "f you are studyingmore than one discipline you may find that there are slightly different expectations aboutreferencing between departments. 0se the 1uick!2ix pages as checklists every time you submita piece of writing. %ach section also has some recommended further reading. t the back of thebooklet there is an index so that you can find things in a hurry. Many of the points have beennumbered so that your marker can point you to the relevant section when things go wrong. "f,after all that, you would like some more advice about good writing there are several

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things you can do4

+onsult your tutor. This is one of the reasons that tutors have office hours, and it is

remarkable how few students take advantage of this opportunity for some individualadvice. &emember to reread your tutor*s comments on your previous essay before you

write the next one. #ou will find this very helpful.

+ontact the 'tudent 5earning and 'ervice 0nit '5'-, &egent /uilding, Tel4 678989, orvisit www.abdn.ac.uk:sls to find some helpful advice online. '5' runs workshops andcourses on study skills and can also offer individual consultations, including support fordyslexia.

0se your own network. sk a friend or flatmate to proofread your work before you hand it

in. 'o long as they do not change the content or borrow your ideas this is not cheating.+hoose someone you can really trust. friend on a different course is ideal. #ou canreturn the favour and improve your own proofreading skills. This is excellent practice fora career in marketing, publishing or journalism. ;evelop an interest in writing, anddiscuss with your friends what works and what does not. This is one of the best ways tolearn.

This is The Good Writing Guide. " hope it is useful.

;r.


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CONTENTS

Section A: Planning

1. Reading for writing ..................................................................................... 4

2. Reading the question ..................................................................................4

3. tru!ture" #a$ing a %&an .............................................................................'Introdu!tions ( !on!&usions ....................................................................'u)headings ........................................................................................... *+aragra%hs ..............................................................................................*

4. ,a-out .........................................................................................................

'. u)/ission ................................................................................................. 0urther Reading .......................................................................................ui!$ 0i" +&anning ..................................................................................

Section B: Language

*. Register ......................................................................................................

. +un!tuation" ................................................................................................5%ostro%hes ............................................................................................ 16Co//as .................................................................................................. 11e/i7!o&ons .............................................................................................14Co&ons ..................................................................................................... 14Dashes .................................................................................................... 1'uotation /ar$s ..................................................................................... 1*8!&a/ation /ar$s ..................................................................................1*

. Gra//ar" ................................................................................................... 1*C&auses ................................................................................................... 15gree/ent .............................................................................................. 26

Tenses .....................................................................................................21

+ronouns ................................................................................................. 21. %e&&ing" ......................................................................................................22

Co//on errors .......................................................................................23Ca%ita&s ...................................................................................................23U 9 U: s%e&&ing ......................................................................................240urther Reading .......................................................................................24ui!$ 0i" ,anguage ................................................................................ 2'

Section C: Sources

16. Choosing sour!es ......................................................................................2*

11. Using sour!es............................................................................................ 2*

12. ,a-out of quotations ................................................................................. 213. Referen!ing ...............................................................................................2

14. +&agiaris/ .................................................................................................36ui!$70i" our!es ...................................................................................32

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SECTION A: PLANNING

1. READING FOR RITING

%veryone has their own way of approaching a text. 'ome people like to take meticulous notes as they goalong. (thers prefer to read through swiftly and then return to look at the text in depth. ;evelop your ownstyle of reading.


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as you write. %verything you say should be connected to it. void rambling. #ou will not get credit forincluding irrelevant information, however interesting you may think it is. "ndeed, excessive rambling willcount against you. nswer thequestion.

%. STR$CT$RE

Markers often complain about poorly structured essays, but by then it is too late to do anything about it.

/ad structure in an essay is usually the result of a failure to read the $uestion carefully, a lack ofunderstanding of the subject, or a rushed job. Taking time to plan out your work helps in many ways. "tensures that you connect your essay with the $uestion. "t reduces the stress of writing, as you know whereyou are going next. "t produces a well!rounded piece of writing.

3.1 Making a plan


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weak introduction would be something like this4

Marriage and money are important themes in %ride and %re&udice. This essay explores the connectionbetween marriage and money in Dane usten*s novel. 2irst " will look at the theme of marriage, followed bythe theme of money. Then " will look at the connection between the two. 2rom this we will be able to see

what usten is trying to say about the link between them.

There is nothing really wrong with this introduction, but it does not open up the $uestion in an interestingway or provide anything to grab the reader*s attention. better alternative offers a sense of where theessay will go, such as4

The connection between marriage and money lies at the heart of %ride and %re&udice. 2rom the openingsentence to %li=abeth and ;arcy*s engagement, this novel highlights the desirability of financial security inmarriage.


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Markers are suspicious of paragraphs consisting of less than three sentences or rambling on for morethan a page and a half. &ead through your essay once you are finished. "f you find any paragraphs thatare too long or too short, consider revising where the breaks fall. ;o not use novels or newspapers asmodels for paragraphing, which are aiming for very different effects. Dournalists rarely have more than onesentence in a paragraph, and often do not write complete sentences. They are playing a different gamealtogether.


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#a$e sure -ou $now the su)/ission dates and regu&ations for -our !ourse. ;ou !an get thisinfor/ation fro/ -our !ourse guide. If -ou need an etension< -ou /ust as$ the !ourse!oordinator )efore the dead&ine. Tr- to &et -our tutor $now a)out a %ro)&e/ as qui!$&- as%ossi)&e.

;our !ourse guide and the re&e9ant &e9e& hand)oo$ wi&& a&so ha9e infor/ation a)out /ar$ing!riteria and how to inter%ret the Co//on 5ssess/ent !a&e. It is worth understanding how

the /ar$ing s-ste/ wor$s< so ha9e a &oo$ at the &e9e& hand)oo$. 5&so &oo$ at the !o9er sheetwhi!h -ou shou&d atta!h to -our essa- )efore de%ositing it in the )o. This !o9er sheet gi9es-ou a good idea of what -our /ar$er wants to see in -our essa-.

Return of written wor$ usua&&- ta$es two to three wee$s. #ost !ourses o%erate a s-ste/ ofessa- /oderation. This /eans that on!e -our tutor has /ar$ed -our wor$ the- %ass it on toanother /e/)er of staF who &oo$s at a rando/ sa/%&e and an- )order&ine !ases. This/eans the s-ste/ is fair< )ut !an ta$e a )it of ti/e< es%e!ia&&- in the /idd&e of ter/ when weha9e other things to do. +&ease )e %atient< and tr- not to %ester -our tutor for -our wor$.

This wi&& on&- s&ow the/ down.

Furt(er Rea4ing

+lancy, Dohn and /rigit /allard. 3F. ow to Write )ssays' A %ractical Guide for Students.


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question. #a$e sure -ou answer the question. Do not sit on the fen!e.

16. +resent -our essa- neat&- and with enough roo/ for !o//ents and !orre!tions.


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SECTION B: LANG$AGE

9. REGISTER

Writing well involves presenting your material in a tone appropriate to your audience and to the

task in hand. #ou would use different styles of language for a business letter, a newspaperreport, a letter to a friend or a short story. "t is important to develop a suitable tone, or register,for your written work.

university essay is a formal document and re$uires a formal register. 'tudents often struggleto find a balance between formal, intellectual language and open, accessible %nglish. Manyreputable scholars struggle with this too, which is why some academic books are so hard tounderstand.


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Dear a!$

8dward a%ir wrote gra//ars of se9era& &anguages< a genera& )oo$ on &anguage< essa-s

on %ersona&it- and e9en %oetr-. =e was re/e/)ered )- his !o&&eagues as ha9ing a%ier!ing< inquisiti9e /ind.

If -ou ha9e three or /ore ite/s< use an4 )etween the &ast two. 59oid &isting 9er)s andad9er)s. One at a ti/e is quite enough.

To signal parenthesis( +ommas can be used like brackets to insert an extra piece of information,interesting or otherwise, into a sentence. &eread that last sentence without the words between the twocommas. "t still makes sense. The phrase between the commas is not a complete sentence. "n this caseit is a modi)ing phrase*which adds some extra information or comment about the preceding noun.The first comma signals a short diversion from the sentence. The second comma shows that this isfinished, and the sentence picks up where it left off. #ou could insert a different kind of phrase or clausehere, such as )or even a witty aside* or )if you have any extra information to insert*.

Carentheses have great comic potential, but try to resist the temptation to use them in essays forhilarious remarks that probably will not seem so funny to your marker. lso avoid using them to includelists of things that you would like to mention but cannot be bothered to include properly in a workingsentence4

+ Asylums describes many aspects of patients* lives, close observation by staff, lack of privacy andlimited sources of personal identity, which give us the sense of the )impoderabilia* of daily living.


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To mark out clauses( "f you are ha=y about what a clause is, you need to read something thatwill explain the basics of grammar slowly and carefully. 'ee the list at the end of 'ection / forsome further reading.

Traditional grammar is very careful to note every shift in the syntax of a sentence by inserting acomma. 'ee two letters on page 39.- Modern writing is more relaxed about this. 5ook atsentences four and five in the opening paragraph about commas on page 33. These sentences

are grammatically identical, but " have only put commas in one of them so that you can see thetwo styles in action. ptly enough, the chief sub!editor liked to take commas out wheneverpossible, while the night editor l iked to put them back in. "n that particular case it does not makemuch difference. The syntax works either way.

'ome clauses do not need to be separated by commas, especially when a linking word such asthat* whene'er* since etc. is used.


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'ome markers are sent into a rage by comma splices they will give themselves a hernia with

fury, and will cover your essay in red pen.(ddly enough, this $uirk was tolerated more in the nineteenth century. 'o, you will sometimessee comma splices, which would now get red pen all over them, used by very stylish and correct

writers, such as &obert 5ouis 'tevenson or &alph Waldo %merson. This just proves that thelanguage is alive and constantly changing, but it is not worth arguing this point with your tutor.5earn the current rules and follow them. My experience as a marker suggests that the comma

splice is a common mistake of bright students who read $uickly and think coherently. 'ometimescertain ideas seem so connected that one instinctively wants to put them in the same sentence.


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#ou will need four ingredients to bake a cake4 flour, sugar, butter and eggs.

To introduce a 4uotation or speech( This is very useful in essays, and works well before alarge, indented $uotation. lways use a colon to introduce a $uotation which follows acomplete sentence.

To introduce an explanation or statement( "n this case the colon is used to create some sort of

anticipation. "t is often used when reporting speech or when summari=ing or expanding the first halfof the sentence4

'chneider*s message is clear4 societies are not partible into kinship, economy, religion, and

politics.

or

'ahlins pulls no punches4 opponents to the culture concept are whiners.

,- -T place a colon between a 'erb and its obect or a preposition and its complement.

+ "n the available space, write4 your name, address, and phone number.

Jot every list need be announced with a colon.

.5 ,ashes

0nlike semi!colons and colons, dashes are over!used. They are often used by writers whoare unsure which punctuation mark to choose. ;ashes should J(T be used instead ofbrackets, parenthetical commas, semi!colons, full stops, or colons before lists and$uotations.

void all of the following constructions4

+ %ven the dual!earner family K a very common case in /ritain K finds it increasingly difficult to

purchase a home in many parts of the country.

+ %li=abeth makes her feelings obvious K she despises Mr +ollins.

+ %li=abeth feels only one emotion for Mr +ollins K contempt.

ll of these can be rewritten using more appropriate punctuation.


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8.1 0lauses

+lauses are the internal sections of a sentence, which fit together to build up meaning. %veryclause has a noun and a verb, sometimes called a subject and a predicate.


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+ /ecause " have studied %nglish, which is lucky for you, as you can draw on these toimprove your writing.

This is not a sentence. "t has no main verb, only a succession of subordinate clauses.

subordinate clause is often flagged up by a word such aswhile* which* i)* that* whene'er*although* as* despite* etc. "t describes the subject, the object or the predicate of the main

clause. phrase containing a participle usually a verb ending in H ing- behaves similarly. Thesecannot form sentences in their own right, even though you will find them in The Sunday Times.

"n your written work, therefore, you should avoid things like this4

+ lthough this is not the case.

+


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There are two kinds of relative clause4 de)ining and non-de)ining.

de)ining relati'e clause is essential to the meaning of the sentence because it gives importantinformation about the preceding word. This identifies it in some way, marking it out from all otherpossible occurrences of the word. The example above is a defining relative clause. "t makes clearthat the sentence is discussing one particular ethnography studied last year, in contrast toethnographies studied this year or two years ago.

nonde)ining relati'e clause offers information that describes but does not specify it is doingthe same job as a modifying clause in a parenthesis. 5ike this, it must be enclosed in commas tokeep it out of the way of the main action of the sentence4

Weber, who was born on pril 63, 3FEB, is one of the most important founding figures in

sociology.

When the clause defines, there are no commas. When it does not, it is surrounded by commas,or by a comma and a full stop, if it ends the sentence.

&emember to add the second comma after a non!defining relative clause. void things like this4

+ Weber, who was born on pril 63, 3FEB is one of the most important founding figures insociology

"t is important to decide whether a relative clause is defining or non!defining, since the commasalone can change the meaning completely. +ompare the two pairs below4


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#ou can do it this way for a $uiet life, but the rule above about commas is the more important one.Microsoft is not the ultimate authority on grammar, and " do not see why it should be allowed toboss everyone around. " reserve the right to use )that* and )which* in both defining andnon!defining clauses as appropriate. #ou should too. ,owler-s odern )nglish /sage has anintelligent discussion of which and that, if you want to learn more.

8.2 "greement $ubect and 'erb agreement

singular subject should have a singular verb. plural subject should have a plural verb. Thissounds simple, but can be confusing when the subject of the sentence is a short phrase4

+ The number of passes have risen to fifty.

The verb should be has4

The number of passes has risen to fifty.

The main subject of this sentence is )the number*. The phrase )of passes* is only a modifier of thesubject. )Jumber* is singular and re$uires a singular verb.


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%verybody in my family is delightful.

Watch out when the indefinite pronoun is used after a plural.

+ Jone of my relatives aredelightful.

Jone of my relatives is delightful.

This seems counter!intuitive until you remember that )none* is just a short version of )not one.* llthe pronouns listed above follow this rule.


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Cronouns can get out of hand when there are too many of them in a sentence, especially if thissentence contains an indefinite pronoun or two, such as )it# and )this#. 2or example, what doesthis mean@

"t is useful to note that


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ance?ence ............ .eg4 observance, correspondence

>ite?ate ................. ...eg4 infinite, obstinate

>ible?able ............... .eg4 fallible, reasonable

>ibilit?abilit ..........eg4 fallibility, disability

>arate?erate ............eg4 separate, desperate

>ege?edge................eg4 privilege, acknowledge

>cede?ceed?sede . ...eg4 precede, proceed, supersede

>ice:ise....................eg4 noun practice, verb practise

Words beginning

>de?di ..................... .eg4 despair, divide

>im?in.......................eg4 impossible, inconceivable

Words including

>ie?ei .......................The old rule is a good one4 I be)ore E except a)ter 0* when the sound isE.

>double letters ...... .see 0':0A spelling below-

>our .........................this often becomes or before a suffix eg4 vigour:vigorous

Words which sound like other words ...............eg4 principle:principal, affect:effect

Trust your dictionary, not your ears.


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to God


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7/I0K AI+( ="9/"9E

3. Write in clear, simple, formal %nglish.

6. Get apostrophes in the right places. It#s should never appear in your essay. "f you meanit is*write it out in full. "f you mean its B belonging to it* there is no apostrophe.

8. void comma splices use a semi!colon or start a new sentence.

B. Think about clauses. ;o not have too many in one sentence. "t is always better to writeshort, clear sentences whenever possible. ;o not present subordinate clauses ascomplete sentences. These are sentence fragments.

>. Make sure that single nouns have single verbs and that plural nouns have plural verbs.

E. Write about authors in past tense unless they are still alive-. Write about fictionalcharacters and events in present tense.

7. 0se pronouns with care. Make sure that the pronoun refers to the most recent availablenoun. void vague pronouns such as )this* and )it*, especially at the start of sentences.

F. ;o not rely on Microsoft to sort out your grammar and spelling.

. lways read through your work carefully once you have finished. +orrect any mistakesthat you find, by hand if necessary.

39. /uy a dictionary and use it.

6F


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$E0TI- 0( $-/R0E$

1C. 0D--$I9 $-/R0E$

+hoosing and using sources is an integral part of studying. 2inding useful texts can seem ratherdaunting, especially if most of the texts recommended in the course guide have been checked outof the library.


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11.1 "rgue with people

Dust because someone has spent a lifetime researching a subject and is an internationallyrecognised authority on a particular region or theory does not necessarily mean they are right.2eel free to challenge anything and everything that you read. "n fact, when you read sociology,you should probably start with the assumption that you are going to disagree but you areprepared to be persuaded if they make a good enough case. This is called critical thinking.

'tudents often discard any article that they do not agree with. This is like taking the springs out ofa trampoline and then wondering why it does not bounce. +ritical material that you can prove ismissing the point is a gift. &oll your sleeves up and get to work on it. Dust make sure you canback up your position with examples from other people. 'ometimes pure logic will do the trick too.This is the sort of thing that makes an essay sparkle. 'o, be assertive with critics. They are onlyhuman after all.

11.2 "cknowledge the critic in our text

"t is not enough to drop in a footnote at the end of a sentence, or name a book in thebibliography. #ou must acknowledge your sources more actively than this. Make sure yousay who said what and whether you agree. 2or example, )"n his study of the subject,lexander Aing argues awhich is a useful approach to interpreting this myth because of b.


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12. ="-/T -A 7/-T"TI-$

12.1 Fer short 4uotations

1uotations of a few words should be incorporated into a longer sentence like this4

Aang 3B4 6- uses the term )body labour * to refer to the provision of body!related

services and the emotional labour which often accompanies that practice.

or

Aang*s term, )body labour,* refers to the provision of body!related services and the

emotional labour which often accompanies that practice 3B46-.*

lways reference the source when you $uote from a text.

12.2 7uotations o) up to three lines

These may also be incorporated into your text. They should be preceded by a colon orcomma when appropriate4

Wilson 3E743EF- creates a compelling image of turn!of!the!century /ritain4 )5ittle to eat,

long hours, dangerous, dirty work for not only adults but also children.*

The colon or comma is not needed if a word such as that* which* whether introduces the$uotation. "n this case, the $uotation functions as a subordinate clause and is an integral part ofthe wider sentence. When the $uotation appears within a sentence, the final full stop shouldappear outside the $uotation marks, even if the full stop is part of the original sentence.

page number in brackets should go inside the full stop when the $uotation is runon in the text4

Wilson creates a compelling image of turn!of!the!century /ritain.


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12.% Ellipses

To signal that you have omitted a short section of a $uote use ellipses in s$uare bracketsPIQ. The brackets signal that these ellipses are yours4

The insertion of Marxism into the Western academy in the mid!3E9s also significantly PIQ

contributed to a growing concern with culture. That circumstance has, of course, arisen

largely in relation to the mainly Marxist problem of the persistence, recently the expansion,of capitalism. 'pecifically, in so far as capitalism should have collapsed by virtue of its owneconomic weight, according to most nineteenth! and early twentieth!century Marxisttheories, then its continuance and present expansion have to be explained bynon!economic factors. &obertson 364 B6-

Make sure that the $uote still makes grammatical sense in its own right. #ou must also makesure that you do not corrupt the content of the author*s original sentence. (nly use ellipses totravel a short distance within a text. 0se it to join sections of the same sentence, or possiblyadjoining sentences. "f you wish to $uote clauses or phrases that are further apart, do so intwo separate $uotations. ;o not use ellipses to indicate a large section of text which allseems relevant to your argument, but which you cannot be bothered to sift through for theimportant phrases or sentences4

O The insertion of Marxism into the Western academy in the mid!3E9s also significantly, andnot unironically, contributed to a growing concern with culture. PIQ "n so far as capitalismshould have collapsed by virtue of its own economic weight, according to most nineteenth!and early twentieth!century Marxist theories, then its continuance and present expansionhave to be explained by non!economic factors. &obertson 364 B6

13. REAERE0I9

Good referencing demonstrates that you care about the accuracy and the reliability of yoursources. "t also shows that you are attentive to details, which gives your argument more authority.Ceople will always be more willing to listen to your big ideas if you can get the small things right.This is not just the case within the university, so referencing is a good chance to practise takingcare with facts and figures4 another skill that you will find useful in all sorts of contexts. %vidence,statistics, $uotations, ideas and concepts should be carefully attributed so that you get the creditfor your reading and so that, if we think a mistake has been made, we can check back to see whomade the mistake.

There are several kinds of referencing styles around, and even within sociology, different journalsre$uire their own particular style. /eing able to follow directions is an important transferable skill,so put all the commas and full stops in the right places. What you cite should be what you actuallyread rather than the original. 'o if what you know about Marx comes from reading Giddens, thencite Giddens as the source. The idea is to tell the reader where you got your information. /othdirect $uotes and paraphrases must be referenced .

There are two parts to the referencing system we recommend4 that which goes in the text of theessay and that which goes in the bibliography at the end.

13.1 In the texta- "f you mention the authorRs name, follow the name or the full sentence with a bracket

containing the year of publication found on the reverse of the bookRs title page- and thenumber of the page from which the idea comes.As Duncan (789:' ;!$ says ...

b- "f you do not mention the author, add it in the bracket.As recent research shows ... (Duncan789:' ;!$.

86


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c- Where there are two authors, name both. Where there are more than two, use the first nameand Ret al.R abbreviation of the 5atin et alii masc. plural- or et aliae fem. plural- or et alianeut. plural- for Rand othersR-.As recent research shows ... (Duncan et al. 789:' ;!$.

d- "f you read about what an author said in a book by someone else cite as follows.


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we want you to be careful and transparent about all the sources which you use. ll informationshould be traceable back to a reliable source. We are keen for you to explore outside sources,but you must show where you found your information. Clagiarism is the deliberate failure to dothis. "f you have copied something, even a short phrase, word for word out of a book, or if youhave copied and pasted anything from an "nternet site, you must put it in $uotation marks andgive a reference. +hanging one or two words, or paraphrasing a sentence does not release youfrom the obligation to name your sources. "f you summarise someone else*s argument, make

sure that your marker can see what you are doing. Make sure that your own opinions emergedistinctly as well4

%rnest Dones 3B- argues that


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ll essays must be submitted using the Turnitin0A software which identifies text taken from othersources. "t is therefore very important that you reference your work properly and fully. 2urtherinformation will be given to you by your course tutors.

"nd )inallG

Good writing is a skill that takes years to develop. s with playing a musical instrument or training

for a sport, there is always something new to learn, or a different approach to explore. Thisbooklet is designed to give you some basic advice to help with your written work at university.

Good Writing Guide Sociology

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Transcript of Good Writing Guide Sociology