Academic Success Center

Integrating Course Content

“Course material” may include articles and textbooks, power point information, information from a video or podcast reviewed in class, or a class handout. 

Why use course material in a paper? 

• To support your ideas 
• Give more validity, substance, and context to what you are stating 
• Give due credit to the author who came up with that concept/theory 
• To illustrate your point (your point should be relevant to answering the question in the assignment. Ask yourself why you are using that course material, why it matters for that specific question/topic?) 

How do you weave course material into a paper? 

• Brainstorm the main points/ideas that you would like to discuss in the paper. Identify which course material could help support that idea.
• Pick between 1-3 sources for each overarching topic. You don not need to add a source after every sentence, but you do need to add one after you have explained the larger idea. 
• Integrate course material by paraphrasing the author’s idea/concept (and then adding a proper citation). In other words, put all that fancy language in your own, understandable words. (For further information on paraphrasing, refer to the ASC handout: “How to Paraphrase.”)
• Add an illustrative quote into your sentence and then continue with your explanation. 
  • If you do this, you are either using the quote as a springboard to later explain and expand a concept/topic or, as in this example, you are using it as part of your explanation. Course material is very important, but its role is to back-up your thoughts, not replace them.  

Writing Thesis Statements

It is important to include thesis statements in your academic writing at Erikson in order to set up the concepts or ideas that you are trying to impart to your audience.  The following links provide additional information regarding thesis statements and the importance of writing them.

Paragraph Structure

Paragraphs are sections of a paper that focus on one idea. When put together, many paragraphs form a cohesive paper that supports a thesis. Paragraph development is at the heart of your work at Erikson, as it is where you will show your professors that within each paper, you have a strong understanding of each big idea, concept or aspect of child development being referred to. Being able to compose a clear paragraph takes the ability to focus on and remember four key aspects:

• Topic sentence: The main idea that will be explored in the paragraph. Remember that your topic sentence should always connect to or support the overall thesis of the paper.
• Unity: The paragraph should center on the idea identified in the topic sentence.
• Coherence: Paragraphs should be easily understood by the reader. This occurs through the structure of the paragraph and certain words/phrases that can be used.
• Development: The information in the paragraph should build upon the topic sentence and fully explore that idea through 5-8 sentences.

Remember, your paragraph should begin with a topic sentence. Then, explain any relevant key terms, in your own words if possible. Use course readings to support your topic sentence with evidence from relevant theory/articles. Continue to expand the idea through sentences conveying your understanding of the information. Make connections between your understanding, the readings and the overall thesis. Finally, include a concluding sentence explaining the “so what” or “why does this matter” aspect of the information. This is where you might ask yourself: how does what I just wrote about connect to the overall thesis AND larger aspects of a child’s developmental picture?

Here are some additional links and resources about paragraph structure:

Topic Sentences

The topic sentence of a paragraph includes the main idea of the paragraph. Usually, the topic sentence is the first sentence of the paragraph. See the below video for tips on how to write a topic sentence.

Transitions within a Paper

Creating successful transitions within a paper not only helps the overall flow of the paper, but better imparts the key points of your paper to the reader. See the following links for more information about transitions.

Academic Paper 

Most of the papers you will write at Erikson are considered academic papers. The main goal of an academic paper is to synthesize existing facts or knowledge and provide the reader with new or easy to understand ideas. While a student at Erikson, the purpose of your academic papers is to demonstrate your own understanding and critical thinking of course content, using ideas presented to you in class, through course readings, or through outside research. Your writing within an academic paper demonstrates that you have investigated an idea, expanded upon that idea, and provided appropriate argumentation for the idea.  

Scholarly Voice 

It is important to note that an academic paper for graduate-level writing is intended to be written using a “scholarly voice.” A scholarly voice is the writing style used within scholarly or academic papers. As a graduate student, your writing voice will need to transition from the writing voice used in undergraduate essays or other professional writing. Developing your scholarly voice may be difficult at first, as it may feel confusing and unnatural. Scholarly voice is formal, rather than conversational. It communicates your original thoughts and supports them with evidence from outside sources. 

When writing your academic papers, keep the following points in mind with your scholarly voice: 

• Scholarly writing is objective, meaning it is free of opinions, assumptions, and biases. 
• Keep your ideas concise. Avoid unnecessary words or long sentences. Sentences should be clear and direct.  
• Minimize the use of informal or flowery adjectives, such as amazing, unbelievable, wonderful, fantastic, etc.   
• Avoid conversational words or phrases, such as contractions (don’t, isn’t), slang, or cliches. 
• Also avoid writing the word “you,” and replace “you” with a specific group of people instead. 
• Vary the sentence structure within your academic writing. For example, do not use a transitional word (however, therefore, etc.) at the beginning of every sentence. Use a combination of short and long sentences within your paragraphs and use different types of sentences in your writing. Refer to the Grammar Tools (Common Grammar mistakes page) to make sure you are using the correct punctuation in your sentences. 
• Do not include ideas, phrases, or words with the intention of making your paragraphs or sentences longer. If you do not understand the meaning of what might sound like a “professional” statement or phrase, do not include it. Remember to keep your thoughts concise and to the point.  

Organization 

An academic paper includes an introduction, a thesis statement, the main body of the essay - made up of paragraphs with supporting evidence - and a conclusion. Within the main body of the essay, you will include your main points with examples or evidence to support these ideas. This evidence might come from course readings, research you have completed, observation data, or other examples from the real world. 

Use the following links to learn more about the structural components of an academic paper: 

• Thesis Statements
• Outline Development
• Structure of Academic Papers
• Integration of Ideas

Observation and Analysis

Objective Versus Subjective 

Why is being objective important? 

Each individual has a unique way of perceiving the world around them. To record observations that are accurate and non-biased, it is important to remain objective when recounting descriptions and retelling events. To accomplish objective writing, be sure that observations represent the facts and are not influenced by personal feelings or opinions. Here are examples of subjective and objective observations:  

Example A: The child was so happy to see her grandpa, and she excitedly ran across the room to give him a hug. Grandpa picked the child up and threw her dangerously high into the air. 

Example B: The child smiled and made a squealing noise when her grandpa entered the room. She ran quickly across the room while smiling. Grandpa picked the child up, tossing her in the air above his head and catching her again.  

Example A is subjective: the writer assumes that the child is happy and excited, and the writer assumes that the child is running across the room to give her grandpa a hug. The writer also includes “dangerously high” in their description, which is the writer’s personal opinion.  

Example B is objective: the writer describes what they saw and heard during the observation, without placing meaning on what the child was feeling. The writer also described what occurred when the grandpa came into the room without bias or judgment.  

Here are some additional tips for how to remain objective in your observations:  

• Avoid preconceived ideas about the child or environment: you might have previous experiences with the child or family, however, these opinions should not influence or be included in in an objective observation.  
• We each have our own “filters” (values, beliefs, and feelings) that influence and shape how we interpret what we see and hear.  It is important to reflect on and acknowledge these filters to assume an objective position when observing children and recording what we see and hear. 
• Include only what you see and hear: the information you share in your observation must be the same information that another observer sees and hears.
• Describe the environment and behaviors in detail using concrete language that does not attach value or meaning to the observed actions: this technique allows others to “see” for themselves what occurred during the observation.  
• Do not include or interpret what someone might be thinking: we are not able to see the mental processes of individuals during an observation. Rather, only state what the individual does or says. Interpretations come during your analysis. 

Practice! Are these descriptions objective or subjective? 

1. Mikaela puts dishes on a table for the bear, and the doll and says, “you…one…you…one…ME!” 
2. Fatima sets the table, probably imitating how it happens at home. 
3. Jayden has been crying because he misses his mom and is afraid she won’t come back. He clings to his blanket for comfort. 
4. Luis kisses his mom goodbye and smiles. He cries after the preschool door closes and then crawls on Ms. S’s lap. 

(Answers: 1.  Objective, 2. Subjective, 3.  Subjective, 4.  Objective) 

Observation Analysis 

When analyzing your observation data within your writing, use a similar structure to the one outlined in the academic paper guidelines. Your analysis should include evidence for the point you are discussing within your paragraphs and should also demonstrate that you have investigated the idea, expanded upon that idea, and provided appropriate argumentation for the idea. Include proof from the observation data and discuss why this idea is important to your analysis.  

Some things to remember when writing your analysis:  

• Remember that you observed a child or family at only one point in time; therefore, avoid jumping to conclusions. 
• The language you use within your writing to discuss and analyze observations must be objective. For example, use language such as assume, interpret, suggests, implies, might, could be, etc.  
• Avoid subjective and definitive words or phrases such as always, never, emotional, etc. 
• Avoid using feeling words like happy, sad, mean, lonely, excited
• Avoid using words based on your opinion or interpretation like smart, pretty, good, bad, this means that, etc. 

Reflection Paper 

A critical aspect of your work with children and families is your ability to reflect on your work and experiences. As an Erikson student, you will be asked to practice your writing reflection skills within your courses. Reflective writing might vary slightly from scholarly writing in the tone and voice that is used, but the general academic paper guidelines are still utilized within reflective papers. 

Reflective writing is a way to expand your thinking and to explore your own self-knowledge. Reflective writing is different from academic writing in that it requires connections between course material and outside sources and your own personal experiences, opinions, and observations. Reflective writing challenges you to consider different perceptions, possibilities, and solutions. It requires you to discuss what you found interesting, difficult, or inspiring, and why. Because you are primarily discussing your personal experiences and opinions within a reflective paper, it is acceptable to write in first person and use your personal pronouns. However, reflective writing still requires a paper to have a focus, concentration on specific topics, and critical analysis of the material you are reviewing.  

There are two types of reflective writing that you may be asked to discuss in your Erikson coursework. When reading your assignment descriptions, consider if your professor is asking you to discuss your reflections from a critical thinking perspective or an informal perspective.  

Critical Thinking Reflections 

Critical thinking requires you to examine your assumptions, think about knowledge and information you have learned, and compare different views and perspectives. Critical thinking reflections require you to take a deeper look into a topic and your opinions and then use this information as applicable knowledge. When writing a critical thinking reflective paper, your instructor may ask for you to discuss your opinion or reflect on your experience, requiring you to analyze and engage in thought around these opinions and experiences. In addition to reflecting and thinking critically about the topic assigned to you, the use of sources to support your ideas and reflections is necessary within this type of writing.  

You might be tempted to make statements such as “In my opinion…” or “I believe that…” when writing critical thinking reflective papers. Statements such as these weaken the scholarly voice you are still aiming to achieve in a critical thinking reflection. Instead, make the statement that is your opinion or belief without the introductory clause. Your reader knows that the opinions in the paper are coming from you, so it is redundant to state this within your writing.  

Most of your reflective writing assignments completed at Erikson will require a level of formal critical thinking reflection. If you are unsure if your instructor is looking for a formal or informal reflection, it is best to ask directly. However, all students are encouraged to keep their writing sounding formal and scholarly, rather than conversational, as frequently as possible.  

Informal Reflections 

An informal reflection paper is the most conversational of papers you might write while at Erikson. Some examples of scholarly voice are not applicable to this type of paper, as you are writing more from your direct experience. An informal reflection paper might ask you to reflect on a personal experience and discuss what you learned from it. It may require you to make some connections back to larger ideas learned from course content, but it is more “journal” like in style rather than a critical thinking reflection. Grammatical and punctuation guidelines are still necessary for an informal reflection paper.  

Annotated Bibliography

An annotated bibliography is your write up of other author’s research, including commentary as to how their research is relevant to your own. For some of your research papers while at Erikson, you will be required to complete an annotated bibliography.

Follow the link below for instructions on writing an annotated bibliography:

How to write an annotated bibliography (PDF)