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Academic Guides · Core Skills

The JRX Academy Writing + Communication Guide

Think Clearly. Write Clearly. Revise Strongly.

Build the skills to express ideas, explain thinking, use evidence, and communicate with purpose.

Think Clearly. Write Clearly. Revise Strongly.

Build the skills to express ideas, explain thinking, use evidence, and communicate with purpose.

Writing is not simply putting correct sentences on a page. Writing is thinking made visible. Strong writing develops through decisions you make on purpose.

  • What do I want to say?
  • Why does it matter?
  • Who needs to hear it?
  • How should it be organized?
  • What evidence belongs here?
  • What language carries the meaning?
  • What should be removed?
  • When is this work actually ready?
Clear writing begins with clear thinking.

The progression

  1. Step 1

    Plan

    Think

    Know what you want to say.

  2. Step 2

    Plan

    Organize

    Build the structure.

  3. Step 3

    Draft

    Draft

    Put ideas into form.

  4. Step 4

    Draft

    Develop

    Add evidence, detail, and reasoning.

  5. Step 5

    Revise

    Revise

    Strengthen the meaning.

  6. Step 6

    Edit

    Edit

    Polish the language.

  7. Step 7

    Share

    Share

    Let the communication do its work.

  8. Step 8

    Share

    Reflect

    Study what you learned.

Think → Organize → Draft → Develop → Revise → Edit → Share → Reflect

Plan · Draft · Revise · Edit · Share

The central idea

Writing is thinking made visible.

Strong writing develops through decisions: what to say, why it matters, who needs to hear it, how to organize it, what evidence to include, what language to use, what to remove, and when the work is ready.

Clear writing begins with clear thinking.

Revision is not proofreading

The six levels of revision

  1. Level 1 · Ideas

    Is the thinking strong?

  2. Level 2 · Organization

    Is the structure clear?

  3. Level 3 · Evidence

    Is the support strong enough?

  4. Level 4 · Clarity

    Can the reader follow?

  5. Level 5 · Style

    Does the language fit?

  6. Level 6 · Conventions

    Grammar, punctuation, spelling, formatting?

Revise the big things before obsessing over commas. Revision improves meaning and structure. Editing corrects and polishes the language. You need both.

Contents

Every skill, one guide

  1. 1.Writing Is Thinking Made Visible
  2. 2.Writing Is Communication
  3. 3.Know Your Purpose
  4. 4.Know Your Audience
  5. 5.Know the Task
  6. 6.Generating Ideas
  7. 7.Organize Before Writing
  8. 8.Outlining
  9. 9.The Sentence
  10. 10.Sentence Clarity
  11. 11.Sentence Variety
  12. 12.The Paragraph
  13. 13.Transitions
  14. 14.Introductions
  15. 15.Conclusions
  16. 16.Narrative Writing
  17. 17.Description
  18. 18.Expository Writing
  19. 19.Argument Writing
  20. 20.Persuasive Writing
  21. 21.Analytical Writing
  22. 22.Comparison
  23. 23.Research Writing
  24. 24.The Research Question
  25. 25.Note-Taking, Paraphrasing, and Summarizing
  26. 26.Quotations, Citation, and Plagiarism
  27. 27.AI + Writing
  28. 28.Voice
  29. 29.Tone
  30. 30.Word Choice + Concision
  31. 31.Revision
  32. 32.The Six Levels of Revision
  33. 33.Editing + Proofreading
  34. 34.Feedback
  35. 35.Speaking + Listening
  36. 36.Presentations + Public Speaking
  37. 37.Discussion + Disagreement
  38. 38.Email, Messages, and Requests
  39. 39.Professional Communication
  40. 40.Writing for Social Media + Public Audiences
  41. 41.Writing + Reading
  42. 42.Writing + Your Body of Work
  43. 43.Writing + Quests
  44. 44.Writing + Life Atlas
  45. 45.Writing + HEART and AEIOU
  46. 46.Writing + Read the Field
  47. 47.Writer’s Block + Perfectionism
  48. 48.When Writing Feels Too Big
  49. 49.Writing Intervention
  50. 50.Writing Acceleration
  51. 51.School as Home · Ages 5–8
  52. 52.School as Work · Ages 8–14
  53. 53.School as Pathway · Ages 14–19
  54. 54.Writing Review
  55. 55.Your Academic Specialist

Part 1

Writing Is Thinking Made Visible

When you write, you take something invisible — an idea, an argument, a memory, a question — and make it available to another person.

That is why writing feels hard sometimes. It is not only a language task. It is a thinking task. If the thinking is unclear, the sentences will show it.

The good news: the reverse is also true. Writing helps you discover what you think. You do not have to know everything before you begin.

Clear writing begins with clear thinking. Writing also helps thinking become clear.

Part 2

Writing Is Communication

Writing is one form of communication, and you already use many forms.

  • Essays, stories, reports, and research.
  • Emails, messages, and captions.
  • Presentations, speeches, and scripts.
  • Proposals, applications, and professional documents.
  • Websites, digital media, and public writing.
The form changes. The responsibility to communicate clearly remains.

Part 3

Know Your Purpose

Before you write, answer one question: why am I writing?

  • Explain, inform, or describe.
  • Tell a story or entertain.
  • Persuade, argue, or propose.
  • Analyze, reflect, or document.
  • Request, instruct, or respond.

Purpose shapes structure, evidence, length, and tone. Choose it before you draft.

Part 4

Know Your Audience

Ask: who will read this?

  • A teacher, classmate, or teammate.
  • Family or community.
  • An employer, college, or customer.
  • A public audience or government official.
  • Your future self.

Then ask

  • What do they already know?
  • What do they need to understand?
  • What tone fits this relationship?
  • What evidence will matter to them?
  • What assumptions should I avoid?
Write for someone, not simply at a page.

Part 5

Know the Task

Understand the task before drafting. Most writing problems begin here.

  • What am I being asked to do?
  • Required length and format.
  • Audience and sources.
  • Deadline and success criteria.
  • The action words in the prompt.

Academic command words

  • Describe — give the features.
  • Explain — make it understandable.
  • Compare / contrast — examine similarities and differences using criteria.
  • Analyze — break it apart to see how it works.
  • Evaluate / justify — judge and defend with reasons.
  • Summarize — capture the essentials concisely.
  • Interpret / synthesize — make meaning, combine sources.

Part 6

Generating Ideas

Create material before you try to write well. Drafting and inventing are different jobs.

  • Brainstorm or list quickly without editing.
  • Freewrite for five minutes.
  • Make a mind map.
  • Talk it out with someone.
  • Sketch the idea.
  • Ask questions about your topic.
  • Research, observe, and gather examples.
What do I actually have to say?

Try the Ten-Idea Practice: generate ten possible directions, then choose the one with the strongest combination of meaning, evidence, interest, and possibility.

Part 7

Organize Before Writing

Make the structure visible before you commit paragraphs to it.

  • Beginning → middle → end.
  • Claim → evidence → reasoning.
  • Problem → cause → solution.
  • Compare → contrast → conclusion.
  • Question → investigation → conclusion.
  • Chronological, thematic, cause → effect, or step-by-step.
Organization helps the reader follow your thinking.

Part 8

Outlining

Outline flexibly. There is no single required format at JRX Academy, and an outline can change as your thinking develops.

  • Main idea.
  • Point 1 + evidence or example.
  • Point 2 + evidence or example.
  • Point 3 + evidence or example.
  • Conclusion and significance.

You may also use visual maps, index cards, digital outlines, or storyboard structures. Use the tool that makes your thinking visible to you.

Part 9

The Sentence

A sentence communicates a complete thought. That is its job.

  • A subject — who or what the sentence is about.
  • A verb — what is happening.
  • A complete thought — the reader is not left hanging.
  • Fragments and run-ons — useful to recognize and repair.
  • Punctuation — signals for the reader.
Grammar supports meaning. Grammar is not the whole identity of writing.

Part 10

Sentence Clarity

When a sentence feels off, interrogate it.

  • Who or what is this sentence about?
  • What is happening?
  • Is the meaning clear?
  • Is anything unnecessary?
  • Could the reader misunderstand?

Then rewrite: original sentence → what I actually mean → clearer version. The Sentence Clarity tool below gives you space to practice this.

Part 11

Sentence Variety

Vary length, openings, structure, and rhythm — but for a reason.

  • Short sentences create force.
  • Longer sentences develop relationships between ideas.
  • Repeated openings can flatten a paragraph.
Let the sentence fit the thought.

Part 12

The Paragraph

A paragraph develops one central idea or performs one function.

  • Point — what is the main idea?
  • Evidence or example — what supports it?
  • Explanation — why does it matter?
  • Connection — how does it fit the larger piece?

Not every paragraph uses the same formula. Some transition. Some describe. Some deliver a single decisive line.

Structure is support, not a cage.

Part 13

Transitions

Transitions are bridges between ideas, not decorations sprinkled on top.

  • First, meanwhile, ultimately — sequence.
  • However, in contrast — difference.
  • Similarly — likeness.
  • Therefore, as a result — consequence.
  • For example — illustration.

Ask what relationship actually exists between these two ideas, then choose language that expresses it.

Part 14

Introductions

An introduction helps the reader enter the piece. Depending on the form, it may:

  • Establish context.
  • Present a question.
  • Introduce a problem.
  • Offer a claim.
  • Tell a brief story.
  • Create curiosity.
  • Define an important idea.
Bring the reader into the work. Not every introduction needs a dramatic hook.

Part 15

Conclusions

A conclusion should do more than repeat the introduction.

  • Show significance.
  • Answer the central question.
  • Connect the ideas.
  • Identify implications.
  • Make the final argument.
  • Propose a next move.
What should the reader understand now that they did not understand at the beginning?

Part 16

Narrative Writing

Narrative writing tells a story — fiction, memoir, biography, personal narrative, or script.

  • Character and setting.
  • Sequence and conflict.
  • Detail and dialogue.
  • Perspective and reflection.

Ask

  • What happened?
  • What changed?
  • Why does this story matter?

Part 17

Description

Description works through precise detail, not piles of adjectives.

  • Sight, sound, movement, texture.
  • Space and action.
  • Specific nouns.
  • Strong verbs.
Choose details that help the reader see what matters.

Part 18

Expository Writing

Expository writing helps someone understand something.

  • Explanations and informational essays.
  • How-to writing.
  • Reports and articles.
  • Summaries.

What strong expository writing delivers

  • Clear information.
  • Logical structure.
  • Relevant evidence.
  • Useful explanation.

Part 19

Argument Writing

An argument is built from three moves.

  • Claim — what do I believe or conclude?
  • Evidence — what supports it?
  • Reasoning — why does this evidence support this claim?

Strong arguments also engage what pushes back.

  • Counterarguments.
  • Limitations of your evidence.
  • Context.
  • Evidence that challenges your claim.
Strong argument is more than strong opinion.

Part 20

Persuasive Writing

Persuasion aims to influence a reader. You may use:

  • Logic and evidence.
  • Examples.
  • Credibility.
  • Emotional understanding.
  • Structure and tone.

Ethical persuasion helps a reader understand and decide. Manipulation distorts their judgment.

Am I helping the reader understand and decide, or trying to distort their judgment?

Part 21

Analytical Writing

Analysis breaks something apart to understand patterns, choices, causes, and meaning.

You may analyze literature, history, science, data, media, systems, arguments, or events.

  • What do I notice?
  • What pattern exists?
  • What evidence supports it?
  • Why does it matter?

Part 22

Comparison

A comparison is not a list of random similarities and differences.

  • What criteria am I using?
  • Which similarities matter?
  • Which differences matter?
  • What conclusion becomes possible because of the comparison?

Use the comparison organizer below to hold the criteria steady while you work.

Part 23

Research Writing

Research writing requires more than collecting information.

  • A real question.
  • Strong sources.
  • Note-taking and source evaluation.
  • Organization and evidence.
  • Synthesis and citation.
  • Original thinking.
Research gives your thinking more information to work with.

Research should never become copying information into paragraphs.

Part 24

The Research Question

Move from a broad topic to a useful question.

  • Broad topic: social media.
  • Better question: how does short-form social media influence the way teenagers discover news?

Strong questions create direction. Weak questions create wandering.

Part 25

Note-Taking, Paraphrasing, and Summarizing

Separate source words from your words

In your notes, clearly label quotation, paraphrase, summary, and personal interpretation. This single habit protects your academic integrity.

Paraphrasing

Paraphrasing means explaining information in your own language while preserving the original meaning. It is not changing a few words.

  • Understand the source.
  • Look away.
  • Explain the idea in your own words.
  • Compare for accuracy.
  • Cite the source when required.

Summarizing

A summary captures the most important ideas concisely. Avoid copying, avoid inserting unrelated opinion, and do not try to preserve every detail.

Part 26

Quotations, Citation, and Plagiarism

Quotations

Use a direct quotation when the exact wording matters.

  • Selectively.
  • Accurately.
  • With context.
  • With citation.
  • With explanation.
A quotation should support your writing, not do the writing for you.

Citation

Citations exist for credit, transparency, verification, and academic integrity. Different contexts use different systems — MLA, APA, Chicago, or another required format. Follow the requirements of the assignment or field.

Plagiarism

Plagiarism occurs when someone presents another person’s words, ideas, or work as their own without appropriate acknowledgment.

You avoid it through ordinary, learnable habits.

  • Cite sources.
  • Quote accurately.
  • Paraphrase honestly.
  • Organize your notes.
  • Keep source material and original thinking clearly separate.

Part 27

AI + Writing

AI is a tool. Tools can help you, and tools can replace the work you were supposed to do.

AI may help you

  • Brainstorm.
  • Generate questions.
  • Compare possible structures.
  • Receive explanations.
  • Practice.
  • Identify possible revisions.
  • Organize ideas.

Ask yourself every time

  • What did AI contribute?
  • What did I contribute?
  • Can I explain every idea in this piece?
  • Did I verify the facts?
  • Does this still sound like me?
  • Is this assignment meant to demonstrate my independent ability?
  • Did I follow the rules for AI use?
Use the tool. Keep the thinking.

Part 28

Voice

Voice is the way your personality, perspective, choices, and language become recognizable in your communication.

Voice changes by context. A research report sounds different from a poem, an email, a speech, or a personal essay.

Adapt your voice without losing your integrity.

Part 29

Tone

Choose tone based on audience, purpose, relationship, and setting.

  • Formal or conversational.
  • Respectful or urgent.
  • Persuasive or analytical.
  • Reflective, warm, or concise.
How should this communication feel to the reader?

Part 30

Word Choice + Concision

Prefer words that are accurate, understandable, appropriate, and specific.

Use the clearest word that carries the meaning you need.

More words do not automatically mean more thinking. Remove what does not serve you.

  • Repetition.
  • Filler.
  • Unnecessary phrases.
  • Information that does not serve the purpose.
Does this sentence earn its place?

Part 31

Revision

Revision means seeing the writing again — the meaning, not only the commas.

  • What am I really saying?
  • Is the structure working?
  • Is my claim clear?
  • Does my evidence support it?
  • What is missing?
  • What is repeated?
  • What should move?
  • What should be deleted?
  • Where does the reader become confused?
Revision develops meaning.

Part 32

The Six Levels of Revision

Revise big things before obsessing over commas.

  • Level 1 — Ideas: is the thinking strong?
  • Level 2 — Organization: is the structure clear?
  • Level 3 — Evidence: is the support strong enough?
  • Level 4 — Clarity: can the reader follow?
  • Level 5 — Style: does the language fit?
  • Level 6 — Conventions: are grammar, punctuation, spelling, and formatting correct?

Part 33

Editing + Proofreading

Revision improves meaning and structure. Editing corrects and polishes language.

You need both. They are not the same work, and they are not the same pass.

  • Grammar and spelling.
  • Punctuation and capitalization.
  • Formatting and citation.
  • Consistency.

Proofreading strategies

  • Read aloud.
  • Read slowly.
  • Check one issue at a time.
  • Use text-to-speech.
  • Print it or change the screen view.
  • Read backwards sentence by sentence for mechanical errors.

Grammar tools

Spelling and grammar tools can support you, and they are not always right. Ask whether the suggested change preserves what you mean.

Technology can suggest. The writer decides.

Part 34

Feedback

Use the JRX feedback protocol.

  • Notice — what do you notice?
  • Ask — what question do you have?
  • Suggest — what possibility could strengthen the work?
  • Acknowledge — what is already working?
Feedback is information, not a command. The writer retains responsibility.

Receiving feedback

  • Listen.
  • Ask clarifying questions.
  • Look for patterns across responses.
  • Separate the work from your worth.
  • Choose the revisions that serve the piece.

Ask: what is this feedback helping me see?

Giving feedback

“Good” and “this is bad” are not feedback. Useful feedback is specific, respectful, connected to the purpose, and actionable.

Writing conferences

  • What are you trying to do?
  • What is currently strongest?
  • Where are you unsure?
  • What feedback do you need?
  • What will you revise next?

Part 35

Speaking + Listening

Writing and speaking strengthen each other. Strong writing supports strong speaking, and speaking often helps you discover what you want to write.

  • Organize your ideas.
  • Speak clearly.
  • Support claims with evidence.
  • Adapt to your audience.
  • Answer questions.
  • Listen and respond.

Listening

  • Listen for understanding.
  • Avoid interrupting.
  • Identify main points.
  • Ask questions.
  • Restate what you heard.
  • Distinguish agreement from understanding.
You can understand someone without automatically agreeing.

Part 36

Presentations + Public Speaking

Prepare purpose, main points, evidence, visuals, timing, transitions, delivery, and questions.

The visual supports the message. Slides should not repeat every spoken word.

When you feel nervous

Use LifeManship and RESET.

  • Prepare.
  • Breathe.
  • Know your first move.
  • Speak to people, not at them.
  • Recover if something goes wrong.

Confidence grows through practice, not through waiting to feel ready.

Part 37

Discussion + Disagreement

Academic discussion

  • Claim — what do I think?
  • Evidence — what supports it?
  • Question — what do I need to understand?
  • Connection — how does this connect?
  • Response — what did another person help me reconsider?

Disagreement

Disagree with ideas without attacking people. CO4 and VOID apply here.

  • Represent the other position accurately.
  • Identify the actual disagreement.
  • Give reasons.
  • Use evidence.
  • Protect dignity.

Part 38

Email, Messages, and Requests

Academic and professional email

  • A clear subject line.
  • A greeting.
  • The reason for the message.
  • Necessary context.
  • A clear request or next step.
  • A respectful closing.

Adaptable structure: “Hello ______, I am working on ______. I understand ______, but I need help with ______. I have already tried ______. Could you help me ______? Thank you, ______”

Text + chat

Informal communication still has consequences. Before sending, ask:

  • Is it clear?
  • Is it respectful?
  • Is this the right channel?
  • Could the tone be misunderstood?
  • Does this need a conversation instead?

Requests

  • Context — what is happening?
  • Need — what do I need?
  • Request — what exactly am I asking?
  • Time — when is it needed?
  • Thank you — respect the other person’s time.

Part 39

Professional Communication

As you get older, communication becomes part of opportunity.

  • Emails and follow-up.
  • Resumes and applications.
  • Cover letters and proposals.
  • Meeting notes.
  • Requests and thank-you messages.
Clear communication builds trust.

Apologies and repair in writing

When appropriate — and Relationships + Companioning applies here — a meaningful apology includes:

  • Acknowledgment.
  • Responsibility.
  • Impact.
  • Repair.
  • A next move.

Do not use writing to avoid a conversation that should happen face to face.

Part 40

Writing for Social Media + Public Audiences

Public writing travels, gets copied, gets misunderstood, and becomes part of your reputation.

  • What am I expressing?
  • Why?
  • Who may see it?
  • What impact could it have?
  • Would I stand behind this later?

Digital Life + Media develops this further.

Part 41

Writing + Reading

Strong writers read. Reading gives you vocabulary, structure, models, arguments, evidence, style, and ideas.

Read like a writer.
  • What did this writer do?
  • How did they organize it?
  • How did they create clarity?
  • What could I learn from this?

The Reading + Comprehension Guide is the companion to this one.

Part 42

Writing + Your Body of Work

Keep the trail of your thinking. Preserve:

  • Early drafts and outlines.
  • Feedback you received.
  • Revisions.
  • Final versions.
  • Presentations and research.
  • Published work and major communications.
  • Reflections.
Keep the trail of your thinking.

Part 43

Writing + Quests

You will write inside every Quest. Writing is an applied skill across the Academy.

  • Arts — scripts, artist statements, lyrics, reviews, proposals.
  • Athletics — game analysis, training logs, reflections, reports.
  • Leadership — agendas, plans, speeches, communications.
  • Law — arguments, briefs, policies, civic writing.
  • Academics — essays, research, analysis.
  • Hospitality — menus, procedures, client communication, event plans.
  • Technology — documentation, project descriptions, user guides, technical communication.

Part 44

Writing + Life Atlas

  • Identity — what does my writing reveal about how I see myself?
  • Purpose — why am I communicating?
  • Values — what principles guide how I express myself?
  • Systems — what writing process helps me?
  • Environments — where do I write well?
  • Relationships — who gives me useful feedback?
  • Legacy — what ideas, stories, or knowledge might remain because I wrote them down?

Part 45

Writing + HEART and AEIOU

HEART

  • Humility — be willing to revise.
  • Excellence — develop the work.
  • Assertiveness — express your ideas clearly.
  • Respect — represent people, sources, and perspectives accurately.
  • Trust — be honest about authorship, evidence, and what you know.

AEIOU

  • Awareness — what am I trying to communicate?
  • Expression — what form and language will carry it?
  • Intention & Impact — what do I mean, and how might it be received?
  • Organization — how should the ideas be structured?
  • Unity — how do ideas, evidence, audience, and purpose work together?

Part 46

Writing + Read the Field

Writing lets you participate in systems rather than only observe them.

  • Public comments and letters.
  • Proposals and reports.
  • Petitions and research.
  • Policies and arguments.
  • Journalism and narrative.
Communication can become action.

Part 47

Writer’s Block + Perfectionism

When you are stuck

  • Pause — what is blocking me?
  • Identify — idea, structure, evidence, fear, perfectionism, or confusion?
  • Shrink — what is one small piece I can write?
  • Talk — can I explain it aloud first?
  • Draft — write something imperfect.
  • Return — develop it.
You cannot revise a blank page.

Perfectionism

The first version does not need to carry the weight of the final version. Draft first. Develop later. Excellence requires revision; perfectionism prevents movement.

When you do not know what to say

  • What question am I answering?
  • What do I already know?
  • What evidence do I have?
  • What do I think?
  • What do I still need to learn?
  • What would I say if I were explaining this to someone sitting next to me?

Then write that beginning.

Part 48

When Writing Feels Too Big

Break it down. Study Skills + Executive Functioning builds on this.

  • Idea
  • Notes
  • Outline
  • Section 1
  • Section 2
  • Section 3
  • Revision
  • Edit
  • Submit or share

One step is a real move. A whole essay is not a single move.

Part 49

Writing Intervention

If you need additional writing support, the goal should name the actual skill. Vague goals such as “get better at writing” cannot be practiced or measured.

  • Sentence formation or spelling.
  • Paragraph organization.
  • Grammar.
  • Idea development.
  • Evidence and reasoning.
  • Organization.
  • Revision.
  • Research.
  • Writing stamina.

You should always be able to answer

  • What skill am I building?
  • Why does it matter?
  • What will I practice?
  • What support will I receive?
  • How will progress be measured?
  • When will we review?

Part 50

Writing Acceleration

If writing is a strength, acceleration means greater complexity, independence, audience, and consequence — not simply longer essays.

  • Complex argument and long-form research.
  • Advanced literary analysis.
  • Creative writing and journalism.
  • Publication and academic competitions.
  • Professional communication, grant writing, and policy writing.
  • Advanced presentations and independent writing projects.

Part 51

School as Home · Ages 5–8

Early writing grows out of talking, storytelling, and drawing.

  • Oral language and storytelling.
  • Drawing and writing together.
  • Letter formation where appropriate.
  • Spelling development.
  • Sentences and vocabulary.
  • Ideas and simple revision.
  • Sharing your writing.

Core questions

  • What do you want to say?
  • Can you tell me the story?
  • Can we put that idea into words?

Young writers should not be corrected in ways that suppress expression.

Part 52

School as Work · Ages 8–14

This is where your own writing process becomes visible to you and usable by you.

  • Paragraphs and organization.
  • Sentence development.
  • Informational writing and narrative.
  • Argument and evidence.
  • Research.
  • Revision and editing.
  • Presentations and academic communication.

Part 53

School as Pathway · Ages 14–19

Writing now connects directly to your next opportunity.

  • Advanced coursework.
  • College essays and applications.
  • Resumes and professional email.
  • Workplace communication.
  • Research, proposals, and presentations.
  • Entrepreneurship and civic participation.
  • Trade documentation and public communication.
Can I communicate at the level required by my next opportunity?

Part 54

Writing Review

Run this review at the end of a season, a Quest, or a major piece.

  • What writing skill improved?
  • What evidence shows it?
  • What kind of writing is easiest for me?
  • What kind challenges me?
  • Can I organize ideas more clearly?
  • Can I use evidence effectively?
  • Can I explain my reasoning?
  • Can I revise beyond grammar?
  • Can I adapt to different audiences?
  • Can I communicate professionally?
  • Where do I still need support?
  • What kind of writing am I ready to try next?

Part 55

Your Academic Specialist

Your Academic Specialist may use this guide with you to identify a specific writing goal — not a vague impression of your ability.

  • Sentence formation.
  • Paragraph organization.
  • Idea development.
  • Evidence and reasoning.
  • Research.
  • Revision and editing.
  • Academic communication.
  • Professional communication.
Academic goals should identify the actual skill being developed.

Academic Guides · Core Skills

Core Skills

Academic Student GuideAll Academic GuidesReading + ComprehensionBody of Work + Mastery

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