Why Write? - Graduate Writing Center

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Why Write?


Fundamentally, to write is to face ourselves on the page and to wrestle with our ideas. This process strengthens us as people. It clarifies our thoughts and character so that we can truly lead. Writing at the graduate and professional level is not just about reflection: its purpose is to share our hard-won knowledge in a way that others can understand.

Consider what you look for as a reader: clarity, organization, and simplicity. The craft of writing, then, is initially a task of critical thinking, of determining precisely what you want to convey; it subsequently becomes a matter of presenting your ideas to readers clearly and in an organized fashion.

CNO Admiral John Richardson makes a case for writing in his article with Lieutenent Ashley O'Keefe, “Now Hear This – Read. Write. Fight.,” a short piece that calls on all Navy personnel to advance the mission by rigorously reading and writing. We highly recommend you take a few minutes to read it; find the article, plus some other wise words on writing, in the links.

 

Why Write? Links

GWC - all topics list heading

All-Topics Index


The following index makes searching for a specific topic easier and links to the appropriate place in the sequenced material. We think we have most of them, but please email us at writingcenter@nps.edu if we are missing something!

A-Z content menu

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q R  S  T  U  V  W  X  Y  Z

A

abbreviations

abstracts

academic writing

acronyms

active voice

apostrophes

argument

article usage

assignments, understanding them

audience

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B

body paragraphs

brainstorming

building better sentences tips

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C

capitalization

citations

citation software

citation styles

clarity

clustering

coaching sessions, about

colons

comma splices

commas, FANBOYS

commas, introductory

commas, list

commas, nonessential elements

commas, Oxford

commonly confused words 

compare-and-contrast papers 

concision

conclusions

conjunctive adverbs

coordinating conjunctions

copyright and fair use

critical thinking  

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D

dangling modifiers

dashes

dependent marker words

display equations

double submission of coursework

drafting

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E

editing your own work

editing: outside editors

exclamation points

executive summary

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F

FANBOYS

FAQs

footnotes

fragments

free-writing

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G

gerunds

grammar

group writing

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H

hyphens

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I

ibid.

incomplete sentences

introductions

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J

Joining the Academic Conversation

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L

LaTeX

library liaisons

lists, syntax of

literature reviews 

logic and analysis 

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M

mathematics

memos

methodologies

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N

note-taking

numbers

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O

organization

outlining

Oxford comma

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P

paragraph development 

parallelism

paraphrasing

parts of speech

passive voice

periods

persuasion

phrases and clauses

plagiarism, how to avoid through citations

plain language

polishing

prepositional phrases 

prepositions

pronouns

publishing

punctuation

purpose of research

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Q

questions

quotation marks 

quoting

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R

reading with intent

redundancies                                                                

reference software

reflection papers 

research

research questions

reusing papers

reverse outlining

revision

roadmaps                                            

run-on sentences 

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S

self-citing

semicolons

sentence fragments

serial comma

subjects, grammatical

significance

so-what?

spelling

standard essay structure

STEM/technical writing 

style

subject–verb agreement

subordinating conjunctions

summarizing

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T

technical writing

that vs. which

thesis writing

thesis advisors

thesis process overview

thesis process tips

thesis proposals – common elements                                                     

thesis statements

tone, professional

topic sentences 

transitions

types of papers

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U

United States or U.S.?

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V

verbs and verb tense

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W

which vs. that

Why write?

writer’s block 

writing process

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Z

Zotero

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