HOC vs. LOC
Higher order concerns vs. lower order concerns
When revising, it is important to know the difference between higher order concerns and
lower order concerns. Examples of higher order concerns (also called global issues) are
thesis statements, organization, and content development. Examples of lower order
concerns (also called local issues) are grammar and mechanics.
It is important to note that an LOC can become an HOC! For instance, an LOC such as
sentence structure can change the meaning of your sentences. Clarity of ideas is
always a top priority for a writer. If sentence structure issues are spread throughout your
paper and such issues affect your meaning, then the issue may become a HOC for you!
Here are some general insights into HOC and LOC.
HOC
Thesis: What will you write about? Your thesis statement is the foundation of your paper and
thus always a higher order concern! From your thesis statement your audience will understand
how you are approaching your topic and the purpose of your writing. Here are some key
questions to help create a thesis: What is the central idea of your paper? Is it phrased
appropriately? Does it hint at the overall organization of your paper?
Purpose: Why are you writing? Every paper type (or genre) has a specific purpose. Knowing the
purpose of your writing will help you create a thesis, organize your thoughts, and find and use
appropriate sources. Noting specific words in your paper assignment will help you determine
purpose. For instance: To inform means you will – duh – inform your audience about a particular
subject. To persuade means you will take a position on an issue and defend it. To explore
means you will explore a particular topic and discuss your findings. Here are some key
questions to help understand your purpose: Does your thesis include the purpose of your
paper?
Audience: To whom are you writing? Every paper has an audience. Sometimes the audience
will be chosen by your instructor. Other times you will choose an appropriate audience on your
own. For instance, if you are writing a literary analysis, your instructor might choose an
audience of your classmates. If you are writing an argument paper, you might choose an
audience of fellow Texans under age 25. Knowing your audience will help you make important
decisions such as whether to use formal or informal language or what type of sources are
appropriate for your research. Some key questions to ask are: What is your audience like? What
will they want to read about? Have you gotten them interested in your topic?
Organization: How will you organize your ideas? Many paper types use specific organizational
structures. Much of the time, however, you will have to come up with an organizational structure
on your own! Here are some key questions to ask in terms of your organization: Does your
paper progress in an ordered and logical way? Do your ideas build towards a conclusion? Does
each paragraph include a topic sentence, supporting sentences, and a concluding sentence
with a transition?
Content Development: How can you build your ideas? Some writers never seem to have trouble
building content – but most do! When writing a paper, consider the length requirement before
you start writing. Consider starting with an outline, making the outline as developed as possible
by including topic sentences and several examples per paragraph. If you still have trouble
building content after you have a draft, build brick by brick, adding small pieces of information
rather than whole paragraphs. Here are some key questions to ask when developing content:
Do all paragraphs include roughly the same amount of information (are they balanced)? Do any
paragraphs need further examples, illustrations, researched information, or other specifics?
LOC
Knowing your most prevalent lower order concerns will help you proofread, as well as improve
your writing over time. Prioritize those LOC with which you have the most trouble (consult your
instructors for this, or reread graded papers with teacher comments or drafts from peer
reviews)! You should also pay close attention to any LOC that interfere with meaning. Some
common LOC include sentence structure issues (such as fragments), punctuation (such as
commas), and agreement (like subject-verb agreement).
Fragments: Fragments are sentences missing some of their parts. They are incomplete
sentences. You may have a fragment if your sentence is missing a subject or a verb, contains
“who,” “which,” or “that,” at the beginning of the sentence, begins with an added-detail such as
for example, such as, like, or begins with a preposition such as in, about, over, of. [To get more
help with fragments and a related problem, run-on sentences, see our Writing Center handouts!]
Commas: Most writers have trouble with commas! But actually there are only six main comma
rules. It is a good idea to have a list of these rules in front of you when you proofread. You
should use a comma before coordinating conjunctions such as and, nor, but, for, so, and yet,
after introductory phrases and clauses (such as, “Before going to school,”), to separate items in
a series, to set off unnecessary info from the rest of your sentence, between places and years,
and to set off introductory transitions. [For a good list of comma rules, see our Commas &
Splices handout!]
Subject-verb agreement: Your subjects should agree with your verbs. A good way to remember
this is to apply the Rule of S! If your subject has an “S,” your verb will not. If your verb has an
“S,” your subject will not (The boys go to the store OR The boy goes to the store). Read your
sentences and pause at the subjects and verbs. Apply the Rule of S to make sure they agree!
[You guessed it – the WC has a handout for subject-verb agreement, too!)
Created by Jared Landin and Gabby Raymond, TCC Writing Center, South Campus
Tarrant County College Writing Center · South Campus ·
5301 Campus Drive · Fort Worth, TX 76119