The 3 C’s Guide to Writing
(Adapted from Professor Ronald Takaki’s 3 C’s Guide to Writing)
College-level writing is characterized by 3 C’-words: Clarity, Conciseness and Cogency.
Often, students think that in order to sound intelligent, they must write lengthy and
flowery passages or use jargon or large vocabulary words. Effective writing is clear and
to the point. Effective writers usually assume a tone a bit more formal than but still
similar to their own spoken “voice.” Below are some questions to ask yourself when
writing for this or any other college-level course.
I. Clarity:
Do you have a clear thesis statement? Your thesis statement is a sentence or a group
of sentences that tell the reader what you will be arguing/addressing in the paper, and
how you will be addressing it. For short papers (2-3 pages), the thesis statement should
be located within the first two paragraphs (preferably the first paragraph).
Do your paragraphs include a topic sentence? Your paragraph should start with a
sentence that states the idea that you will elaborate on in that paragraph.
Are you making concrete and defined statements? Avoid using passive and vague
language. Passive: “In 1924, mass immigration was halted with the passing of the
National Origins act.” Active: “In 1924, Congress halted mass immigration by passing the
National Origins Act.” Use specific, concrete nouns when you write. For example,
instead of writing “They did not want to relinquish their power,” try “The planter elite did
not want to relinquish their power.”
II. Coherence
Are you organizing your different ideas into separate paragraphs? Paragraphs help
to organize separate ideas or points that you are presenting. You can start a new
paragraph in order to: shift to a new idea, indicate an important shift in time or space,
emphasize a point, highlight a contrast, provide readers with a pause, and to break up
text that looks too dense or passages that are too long.
Do you use transitional words or phrases to switch from one idea to the next?
Transitions are best when located at the end of paragraphs going into the next
paragraph, or at the beginning of the new paragraph containing a new idea. They are
also required when shifting from one idea to another or from one argument to an
opposing argument. They should tie together separate ideas within a sentence, or
between sentences, and tie together separate paragraphs of an essay in order to create
a “flow.”
Does your argument follow the thesis you provided at the beginning of the paper?
Use your thesis as your guide when writing your paper. When you feel like you are
loosing focus, revisit your thesis to see where your argument should be heading. For the
most part, your ideas should be presented throughout the paper in the same order that
they were presented in the thesis.
III. Cogency:
Is your argument effective and convincing? Use specific examples from the text or
real life in order to illustrate concepts that are new or complex. If you will be using quotes
from your readings remember to cite your sources and also make sure the quote is really
relevant to the general idea that you are arguing.
Are you doing justice to your evidence? Never quote a passage if you are unsure of
its meaning. Also, make sure that you interpret quotations correctly, and that you do not
distort its meaning in order to make it “fit” your argument.
Is your analysis original and critical? It is very important that you include own voice,
your own analysis and opinions. Outstanding papers do more than simply provide
summaries or repeat material covered in lecture, sections and reading. Critical writing
means that you are “reading between the lines” and moving beyond the text to provide
your own insights to the material
3 C’s Grading Rubric
Student Name:
1. Clarity:
1a. Student has a clear thesis statement that identifies the purpose of the paper or the
specific arguments that will be made in the paper.
___Good ___Fair ____Needs Improvement
1b. Student make use of topic sentences that define the argument made in a paragraph
and that relate directly to the thesis.
___Good ___Fair ____Needs Improvement
1c. Student uses concrete language and definitive language, steering away from vague
pronouns and passive voice.
___Good ___Fair ____Needs Improvement
1d. Paper appears free of major grammatical and syntax errors, and/or proofreading
errors.
___Good ___Fair ____Needs Improvement
1e. Student uses succinct and simplified language that clearly conveys her/his point in a
concise manner.
___Good ___Fair ____Needs Improvement
2. Coherence:
2a. Information in the essay is presented logically by organizing arguments or topics
being discussed into distinct paragraphs.
___Good ___Fair ____Needs Improvement
2b. The argument or presentation of information in the paper follows the thesis provided
at the beginning of the paper
___Good ___Fair ____Needs Improvement
2c. The student keeps focus on the themes, issues or arguments being discussed and
does not discuss information or points that are irrelevant or that pull away from the focus
of the thesis or that make the essay unnecessarily long.
___Good ___Fair ____Needs Improvement
3. Cogency:
3a. Student makes use of specific examples from the text and cites this information
(whether paraphrasing or using quotations) appropriately.
___Good
___Fair
____Needs Improvement
3b. Evidence being used is appropriate to the point she/he is illustrating or to the
argument being made.
___Good ___Fair ____Needs Improvement
3c. Student demonstrates understanding of the topics or concepts discusses them
accurately
___Good ___Fair ____Needs Improvement
Grade: