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Chapter 5: Communicating Effectively

INTRODUCTION

Effective communication is one of the most important skills you can develop as a college student for a

successful academic journey and in preparation for your professional career. This chapter reviews the

various forms of communication beginning with a review of communication types and why effective

communication is so important. The basics of verbal, nonverbal, and written communication are

reviewed as well as how to use these communication styles effectively as a college student. The

remainder of the chapter covers academic writing techniques in great depth, as writing is an integral

part of academic success. Reviewing and practicing the concepts covered in this chapter will prepare

you to be a successful academic writer and an effective communicator.

WHAT DEFINES EFFECTIVE COMMUNICATION?

Effective communication actively conveys information.

Communication is presented in many different ways. These

include:

Written communication – any interaction that uses the

written word to convey a message;

Verbal communication – any interaction that uses the spoken

word to convey a message; and

Nonverbal communication – also known as body language, is

expressed without words or writing but through observation.

Communication tends to be goal-based, meaning that we actively choose our communication efforts, or

tactics, based on the intended audience or goal related to our message. Throughout your college

coursework, you may learn about many different models of communication. However, our tendency as

a high-context culture suggests that we are most inclined to communication that is directional or goal-

oriented.

Did You Know?

Effective communication accomplishes a goal wherein each individual feels that he

or she was treated fairly.

WHY EFFECTIVE COMMUNICATION IS IMPORTANT

Effective communication is communication that is clearly and successfully delivered, meaning that your

message has been both received and understood. There are many life-long benefits of learning

effective communication skills. These skills can help you:

Resolve differences while building trust and respect in your temporary and long-term

relationships;

Become a better listener because you are aware of the need to remain mindful and engaged in

conversation;

Recognize and become observant of body language and nonverbal communication so that you

recognize when a conversation has become emotional or stressful;

Deepen your sense of empathy while taking the time to listen, understand, and make the

conversation remain safe and inclusive;

Walk a path toward more authentic Christian values, fostering stewardship and kindness, while

gaining a more holistic worldview;

Develop your emotional intelligence, which has a universal application in our communication and

general well-being; and

Create pathways for problem-solving and collaboration when conflict arises so that you can work

toward a resolution.

HOW TO COMMUNICATE EFFECTIVELY

Effective communication is applicable to all facets of life. Intentional awareness of engagement and

attentiveness helps us to continually strengthen this asset. Effectively communicating can be a

challenge and, honestly, it is not always easy; however, we can all embrace the opportunity to change,

learn, and grow as individuals (Florescu & Pop-Pacurar, 2016; Lim et al., 2019). As we’ve discussed,

communication can be complex, but our efforts toward communicating effectively don’t have to be.

Simplicity can be achieved by planning and organizing our thoughts so that we can clarify what we want

to communicate.

One of the best ways to start is by writing down a few key points. These tactics will work for a number

of different situations such as:

Communicating with a classmate about a group project;

Reaching out to your professor about a question related to lessons or challenges in your classes;

Mapping out what you want to write about for an assignment, developing an outline that the

writing prompts, and then adding in research;

Talking to your boss at work about a schedule change or a promotion you are hoping to achieve;

and

Working out plans or conflicts in your personal relationships with family, friends, or even

roommates.

Planning out what you want to say—particularly when what you say could bring about consequences or

when there is a lot at stake, such as a major change, conflict, or even your grade in a class—is the best

practice toward achieving the desired result (Cicco, 2019). When we seek to fully consider our

intended message, we develop effective communication skills. This helps us communicate

professionally and as developing scholars. Planning also allows you to communicate considering the

overall impact of everyone involved. It also provides time to remain focused without becoming overly

emotional or forgetting what it is that you want to communicate. Give yourself time to think through

exactly what you want to communicate. This helps you stay on topic. Write a draft of an important note

and wait a few hours before you send it so that you can edit it. Sometimes, even reading what we’ve

written out loud is one of the most effective editing tactics because we tend to catch mistakes when we

take the time to read what we have written. By giving yourself time to plan what it is that you want to

say, you can ensure that you have created a clear, effective message.

MORE ON VERBAL COMMUNICATION

An in-person discussion with your instructor can be difficult or uncomfortable; however, it is important

to remain proactive in communication so that you can succeed in class. A helpful formula to use in

structuring conversations with your instructor include the following points: using "I" statements, be

honest, use good timing, practice good listening, accept the answer.

Use “I” Statements

Be Honest

Do say:

"I feel I did poorly on the last paper. I didn’t take the time to truly understand the material. I’ve

read your comments and believe I understand the rubric better. I really want to do well in this

course. Would it be possible for me to resubmit my paper for a better grade?"

Don’t say:

"My grandmother’s cat died over the weekend and it was too tragic for me to think about doing

anything for school. I didn’t even understand what was expected for us to write about anyway. Can

I redo the paper?"

Use Good Timing

Personal and timely communication shows that you take the class seriously. Know the depth of what

you are asking. A quick question about something classroom-related, such as confirming something in

your notes, may be easy to handle quickly at the beginning of class; however, a question that requires a

lengthier discussion should be held until after class or during the instructor’s office hours. Be polite

Table 5.1

"I" Statement Examples

Do Say Don't Say

I take responsibility for .... I think it’s your fault because…

I have taken steps to complete … I need you to tell me what to do…

I want to do well in our class... I don’t understand what you expect…

I see your office hours are … I need to talk to you now…

I’ve read the assignment … I don’t get what we’re supposed to ...

and make sure that your instructor has the time to answer your question. This gives your instructor the

perfect opportunity to help you at that moment or perhaps suggest you ask during class so that other

students may benefit from your question. If your conversation is about a grade, missing class

discussions, or something that occurred during class, avoid posing the question during class.

Do say:

"Good afternoon, Professor Bisbee. I have a quick question about something in my notes from last

class. Is now a good time for me to ask?”

Don't say:

"Hey, Professor Bisbee. I don't get why the tests are so hard in this class. I'm failing every one of

them."

"Hey, Holly. How come you gave me a 'D' on my last paper?"

Not only is proper conversational etiquette absent in the last two examples, the student has publicly

taken a defensive stance with the instructor. This is both disrespectful to the instructor as well as the

student's fellow classmates. Timing is everything. Do not try to squeeze important conversations that

actually require more than a quick yes or no response into class time.

Don't Hesitate to Communicate

There's never a "best time" to share concerns. Ask questions about assignments and exams sooner

than later. Don't wait until the end of the semester to talk to your instructor. Don’t wait,

Communicate!

Practice Good Listening

Practicing good listening means taking good notes, asking for clarification, and remaining engaged in

the conversation. Be prepared prior to every lecture or meeting with your instructor and take good

notes so that you can avoid any confusion. If you do need clarification or assistance, ask questions such

as:

“If I understand you correctly, what you mean is ….”

“Here are my thoughts on next steps for my action plan …”

“Could you explain _____ in another way?”

“What is the difference between ______ and _____?”

Avoid saying things such as:

“Is this okay? I don’t get it.”

“Sorry, I wasn’t paying attention. What did you just say?”

“What’s wrong with what I said/did?”

“(say nothing…)”

Accept the Answer

Your instructor wants you to succeed. There will be times when effective communication brings you to

your desired result, and other times when it does not. You must recognize that there may be times

when your instructor is unable to accommodate your request. Be prepared to present yourself as a

mature, understanding, and Christian-focused student. We must learn to accept an answer of “yes” or

“no” with the same amount of grace and humility and always understand that every situation is an

opportunity for learning, no matter the outcome. Conveying your gratitude for your instructor’s

consideration of a matter is always appreciated. Some ways to do this are:

“Thank you, Dr./Professor __________ for your time and consideration.”

“I respect your decision. Thank you, Dr./Professor _______ for your guidance.”

“I truly appreciate the opportunity, Dr./Professor _________ to resubmit my paper.”

SUMMARY

If you have the opportunity to communicate in person, either face-to-face or by electronic platform,

focus on tone, remember to make eye contact with your listeners and even position yourself so that

you are squarely situated to look at the other person. Be aware of your body language facial

expressions and gestures while you're communicating with others, as these movements can speak just

as loudly as words. Take responsibility for your own actions.  This is true in both positive

communication as well as those involving conflict.

Now You Try It

Imagine you just attended the first class of a new course you are taking. In the class, the instructor

went over the syllabus, but you were confused about the citation requirements she presented.

Take a moment and think about or write out exactly how you would approach her and what you

would say to get the clarity you needed.

A REMINDER ABOUT ETIQUETTE

There is nothing worse than trying to navigate the unknown. It’s undeniably uncomfortable and can

have a significant impact on effective communication. Planning communication helps us to stay on task;

however, for times when much is a stake, planning your communication also helps you determine the

need for formality, particularly if you are communicating with a leader, such as a professor, pastor, or

professional (Banwart, 2020; Codina-Espurz & Salazar-Campillo, 2019). The way you ask a question,

casually chat, or even express concern with a friend is far more complex than reaching out to your

professor to discuss your grade but leaves a lasting impression of character and level of

professionalism.

Table 5.2

Email Etiquette

Unacceptable

Hey - I have missed class this week because I’ve been moving and my work schedule has been

crazy! ;) Sorry! Did I miss anything? What should I be doing to get caught up? What’s up this week?

Thanks,

John

Acceptable

Hello, Dr. Prescott:

I am reaching out to let you know that I’ve reviewed the syllabus and the assignments in the

Planner for the time that I missed this past week. My absence has been due to unexpected work

schedule changes. I apologize for my absence and will be caught up with the material by Friday.

Thank you,

John

Unacceptable

What’s up, Holly? I got the grade for my last paper. I don’t understand why you think it was only

worth a C. This really hurts my feelings. Do you hate me or something? I worked really hard on my

paper. I think you were totally harsh with me and none of my other professors are as strict as you. I

Dos and Don’ts of Emailing

Do Don’t

Be professional.

Address the person by his/her title.

Give well wishes and proper farewells.

State the message clearly.

Give him/her time to respond to your question.

Use spell-check.

State the subject clearly in the subject line.

If emailing your professor, identify which class you are in.

Be sure to include your full name in the email.

Use complete and grammatically correct sentences.

Use a professional email format.

Do not email in all CAPS.

Do not use profanity.

Do not use an accusatory tone.

Do not make commands or demands.

Do not use text slang.

Do not exaggerate the situation.

Do not use your professor as your personal secretary.

Do not demand a faster response than the standard expectation.

Do not email professors from a personal email account.

deserved a better grade.

John

Acceptable

Dear Professor Bisbee:

Thank you for your feedback from our last paper. I reviewed the rubric for my last paper, and while

I am clear as to the criteria, I am not sure that I fully understand what was missed, particularly in

the area of argument development. Is there a time when we might be able to discuss my paper? I’d

really appreciate the chance to get a better understanding of your expectations and my mistakes

so that I can gain a better understanding of how I can improve in the future.

I appreciate your time and look forward to hearing from you.

Thank you,

John

Unacceptable

What’s up with the tests in this class? The wording is confusing! I totally studied for this exam. I

think you should give us study guides so we don’t fail if your tests are gonna be that hard.

See ya,

John

Acceptable

Greetings, Dr. Taylor:

After a review of our last exam, I really did not do as well as I had hoped. Do you have any

suggestions that might help me understand the material better? Or is there a resource that you are

aware of that has helped others study for the exams in our class? I am open to your suggestions as

my approach doesn’t seem effective.

I truly appreciate your guidance and direction.

Thank you,

John

Unacceptable

It’s been a crazy semester and I know I haven’t been to class or done any of the assignments but I

really need to pass this class or I’m going to loose my scholarship. I can’t afford to pay for classes if

that happens and I really don’t want to have to take this class again. How can I still pass your class?

Thanks,

John

Acceptable

Dear Professor McKinley:

“I'm not a very good

writer, but I'm an excellent

rewriter.” —James

Michener (Goodreads,

n.d.)

I take full responsibility for not managing my time and personal matters more effectively. I realize

that my actions this semester have caused me to fall behind greatly in my studies. I am current with

all of the material that has been covered in our class to this point and have taken steps to

understand the assignments that I have missed. I anticipate that I could be fully caught up in the

next 2 weeks for all major assignments and quizzes.

If you are willing to move forward, please let me know so that I can honor this timeline. If there are

additional steps to create an action plan with you so that I can pass our class, be assured that I am

willing to do all necessary work to accomplish this goal.

Thank you,

John

INTRODUCTION TO COLLEGE WRITING: PLANNING AHEAD AND DEVELOPING CONFIDENCE AS A COLLEGE WRITER

As you embark on your academic journey, you will gain new

knowledge and skills. College writing consists of a collection

of skills that will serve as the basis for your academic success.

Good writing comes from thoughtful planning, coherently

constructing ideas, and understanding a topic. Even if you do

not think you are a great writer, you can write effective

college essays by using the writing process.

In a college essay, persuasion (the act of attempting to

convince others to believe or agree with a particular

perspective on a topic or issue) will be a key element.

Whether you are trying to persuade the reader to believe the

information you are presenting or to agree with your

perspective on an issue, you will use persuasion. In this chapter, you will be introduced to the necessary

information and skills to ensure your success as a college writer.

Introduction to The Writing Process

The writing process consists of steps to complete an organized piece of writing. Each step guides you

through the important stages of successful writing. You may have to visit and revisit some steps more

than once. Writing is an iterative process that takes time,

patience, and practice.

Prewriting/Invention. The prewriting process entails

determining the audience, purpose, genre, and topic.

To do so, you must think critically and develop your

ideas about a given or chosen topic prior to writing.

Organizing. Organizing your ideas in a clear and

concise manner allows the reader to understand your

ideas. You should use outlines to organize ideas

according to the appropriate essay structure.

Drafting. Drafting is the process through which you will turn the ideas in your outline into

sentences and paragraphs to develop a rough draft.

Revising. Revising the content of your essay entails focusing on clarity and organization of ideas.

Peer review, instructor feedback, and reading your draft aloud can be useful in this stage.

Editing. Editing entails eliminating as many errors as possible from an essay. It is best to read an

essay out loud and look for all grammar, word choice, spelling, and punctuation errors.

Presenting. Presenting includes using the required style and formatting. Most GCU classes will

use APA style. If you are unsure of the required style and format of an essay, ask your instructor.

Review your essay at least one time while focused on making sure the visual presentation is

appropriate.

GCU has developed an amazing resource to help students with their writing. “The Writing Process

(https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/media-element-

view/general/The_Writing_Process/8EB10342-F410-E311-8D82-5EF3FCDC57F7)” media piece is

one you can use throughout your time at GCU when you need guidance or a refresher on best practices

for writing a college essay.

Prewriting Strategies: Selecting a Topic and Gathering Information

This section includes:

Interpreting prompts and topic selection,

Determining an intended audience and purpose,

Using prewriting strategies to think critically and develop ideas,

Using invention strategies to develop a topic, and

Gathering research/evidence using the GCU library and online research.

Interpreting Prompts and Topic Selection/Invention

The first step in any writing assignment is determining the topic, audience, purpose, and genre. You will

then develop ideas using critical-thinking and organizational skills. Understanding the assignment will

help you to determine each of these items.

In this section, you will learn prewriting strategies to help prepare your ideas and research for the

drafting stage.

Did You Know?

A genre is a type of writing. For example, an academic essay, a movie review, a text

message, a social media post, etc.

How to Read and Interpret Prompts

During your academic career, you will encounter different types of prompts. Some prompts will be very

specific and will list detailed expectations, while others will be broad and open to interpretation.

Figure 5.1

The Writing Process

Something to Think About

When you are reading your writing prompt, you must first determine the style of writing that is

expected. Ask yourself, is it argumentative, expository (informing), descriptive, or narrative.

Scope

Determining the scope of the topic (depth of the topic to be covered) entails finding out how broad or

narrow your focus will be based on the writing assignment.

Did You Know?

Scope is the depth or breadth of the topic.

Considering Length Requirements

Typically, a writing assignment will have predetermined length requirements. The length of the piece

will help determine the scope or how deeply you will delve into the topic. For example, if you are asked

to write a 500–750-word essay (two to three full pages) about a problem with transportation, you will

need to focus on a specific aspect of a problem and provide a somewhat broad overview of the general

problem to cover it in a short essay. However, if you are asked to write a 1,250–1,500-word essay (five

to six pages), you will have room to explore the problem with more detail or include an exploration of

multiple parts of the problem.

In the specific prompt, you already have three main subtopics you will need to discuss in your essay.

This will make organization easier. For the vague prompt, you will need to decide on subtopics you will

use in your reflection. With both the specific and vague prompt, you will need to avoid wordiness and

get straight to the point to ensure that you can meet all requirements within a short essay of 500

words. If the assignment required 1,200 words, you would be able to discuss your academic and career

goals in more depth.

Determining an Intended Audience and Purpose

First, you should determine the audience, purpose, and genre.

Table 5.3

Specific vs. Vague Prompts

Specific Prompt Vague Prompt

Write a 500-word reflection about what you

hope to learn as a college student, what career

aspirations you have, and what skills you will

need for your career.

Write a 500-word reflection about your

academic and career goals.

Remember, some assignment prompts will be very specific and will list detailed expectations while

others will be broad/vague and open to interpretation.

The genre for this writing assignment is a reflection. This

means your writing will be based on your experiences. This

will determine the tone and voice. The audience for a

reflection like this might be your professor and classmates.

The purpose is to reflect on your experiences, determine your

specific needs and goals, and communicate them with your

audience members. One important thing to keep in mind with

reflections is that they are an exception to the norm for

college essays when it comes to writing in third person. Most

college essays will require that you write in third person,

however, a reflection allows for first person.

The genre for this writing assignment is persuasive. This means your writing will require you to think

critically about your position and possibly do research to support your ideas. The audience for this

persuasive essay could be one of many groups: people considering going to a Christian university,

parents who are considering persuading their adult children to attend a Christian university, or even

current Christian university students interested in what the benefits of their education will be. You will

Table 5.4

Example 1

After reading the prompt, highlight or color-code the genre and what is expected.

This will help to ensure that you don’t skip any requirements.

Specific Prompt Vague Prompt

Write a 500-word reflection about what you hope to learn as a college student, what career aspirations you have, and what skills you will need for your career.

Write a 500-word reflection about your academic and career goals and how you will achieve your goals.

Table 5.5

Example 2

Specific Prompt Vague Prompt

Write a 750–1,000-word persuasive essay

arguing for a position on the benefits of a

Christian university education. Include a

discussion of benefits for future careers (e.g.,

job acquisition, starting salary, promotions),

relationships with God, and personal

development.

Write a 750–1,000-word persuasive essay

arguing for a position on the benefits of a

Christian university education.

need to choose a group as your intended audience to help you engage and address the same audience

throughout your essay. Because this is a persuasive, academic essay, your essay should be written in

third person; first and second person should be avoided.

With the specific prompt above, you know you are required to address benefits for future careers,

relationships with God, and personal development. However, you will need to choose the benefits you

want to discuss in your paper with the vague prompt. You might make this choice based on your current

knowledge, or you might find that you need to do some research to make this decision.

Approaches to Topic Selection When a Prompt Does Not Provide a Topic

1. Read the assignment guidelines and make sure you know the genre (e.g., analysis, evaluation,

persuasion).

2. Choose a topic that both fits the assignment requirements and interests you.

3. Make sure you consider the scope of your topic and the length requirements.

Analyze a persuasive newspaper editorial and write a persuasive essay in which you provide an

alternate view of the topic in 750–1,000 words.

To choose a topic:

Go to a newspaper website and browse persuasive editorials.

Focus on editorials about topics that interest you. Remember, when you can choose your own

topic, make sure that you find it interesting.

Table 5.6

Example 3

With a broad prompt, you will need to determine the main points in your essay on your own.

You might have three main points, but it is possible you will have more!

In this case, add benefits to your initial breakdown as needed.

Specific Prompt Vague Prompt

Write a 750–1,000-word persuasive essay arguing for a

position on the benefits of a Christian university

education . Include a discussion of benefits for future

careers (e.g. job acquisition, starting salary,

promotions), relationships with God , and personal

development.

Write a 750–1,000-word persuasive

essay arguing for a position on the

benefits of a Christian university

education .

Subtopics (underlined in above prompt):

Benefits for future careers

Relationship with God

Personal development

Benefit 1

Benefit 2

Benefit 3

Choose a persuasive editorial that is not too broad in scope, interests you, and that you disagree

with (at least in part) to be sure that you can meet the requirement of providing an alternate view

of the topic (as required in the prompt).

Using Prewriting Strategies to Think Critically and Develop Ideas

Gathering Research/Evidence

Using Research as Part of the Brainstorming Process to Generate Ideas

As you begin a research-based writing project, you should develop research questions to help guide

your research and focus your topic. Use active inquiry to generate ideas about what you want to

research.

Did You Know?

Active inquiry involves asking yourself questions about a topic and then researching to help find

answers to your questions.

Figure 5.2

Prewriting Strategies

Freewriting Brainstorming Collaboration Questioning Clustering

Write without stopping

for 5 minutes. Do not

allow yourself to worry

about what you are

writing or to judge

yourself. Just write

down everything that

comes to mind about

your topic. This

strategy helps you

begin thinking about

your topic without

worrying about the

actual writing

assignment itself. It is

an especially useful

exercise if you are

feeling uncertain or

blocked.

Make a list. Write

a list of ideas

about your topic.

Write as many

ideas as you can

to stimulate

critical thought

and develop your

ideas.

Discussing your

ideas with other

people is one of

the best ways to

develop your

ideas. Working

with others

allows you to

have a sounding

board for your

ideas and the

input of an

objective

audience.

Ask yourself

relevant

questions about

your topic and

the prompt:

Who? What?

When? Where?

Why? How?

Add your

answers to your

brainstorming

notes.

If you are a

visual learner,

use a clustering

technique to

map your

brainstorming

ideas in a visual

format.

Research skills should be incorporated early in the writing process. When you are starting with a

general topic and start brainstorming ideas, ask yourself:

What do I already know about this topic and any subtopics?

What information do I need about this topic or any of the subtopics?

What points of interest, trends, problems, and controversies exist in the research about this

topic?

Where can I find this information?

What are the research requirements for my assignment? Am I required to use particular kinds of

sources?

Ask yourself the brainstorming questions listed above to figure out how to begin your inquiry-based

research. When you are using active inquiry, you are not necessarily looking for the sources you will

use in your paper. Instead, you are looking for research that helps you determine your point of view or

main ideas you want to cover in your paper. Later, when you are looking for research to support your

ideas, you will probably do additional research.

Using the GCU Library for Research

University libraries typically subscribe to scholarly databases that include many valuable resources.

Academic journals are specific to particular disciplines and include peer-reviewed articles. A peer-

reviewed article has been examined for credibility and rigor by experts in the same discipline.

Table 5.7

Example 4

Specific Prompt Broad Prompt

Write a 750-1,000-word persuasive essay

arguing for a position on the benefits of a

Christian university education. Include a

discussion of benefits for future careers (e.g.,

job acquisition, starting salary, promotions),

relationships with God , and personal

development.

Use a minimum of three sources to support your

ideas, one of which must be an academic, peer-

reviewed journal article.

Write a 750-1000-word persuasive essay

arguing for a position on the benefits of a

Christian university education.

Use a minimum of three credible sources in this

essay.

Please watch the “Library Walk-Through Tutorial (https://lc.gcumedia.com/mediaElements/library-

walk-through-tutorial/v2.1/).”

Online Research Beyond the Library and Determining Credibility

While a library database is often ideal for finding peer-reviewed and credible sources, sometimes you

will need to branch out and find sources elsewhere. If an assignment prompt asks you to evaluate a

trend in recent news or a type of website, you may need to conduct a search using the internet.

Figure 5.3

GCU Library Information

Please review the information on the "Evaluating Sources:

What is a 'Scholarly Source

(https://libguides.gcu.edu/EvaluatingSources)?'" page of the

GCU Library website to ensure that you can evaluate the

credibility and usefulness of sources in the GCU Library and

beyond.

Something to Think About

Locating and evaluating credible sources are important skills that you will need to develop in order

to be successful in your degree program as well as in life. Information/consumer literacy is

necessary to be a successful college student.

Now You Try It

Choose a couple of the example brainstorming questions and ask them to yourself regarding the

Christian university prompt in the example. Once you have asked and answered these questions,

briefly practice doing inquiry-based research. You can begin with an internet search using a search

engine to access initial sources that might provide you with initial information and ideas to get you

started.

Once you have done that, try using keywords to find academic, peer-reviewed articles on the same

topics in the GCU Library. Practicing using the library will help you when you are doing research

for an assignment.

Think about how the experience of searching for resources using an internet search engine and

searching using the GCU Library databases are different.

How did this exercise help you gain clarity about the topic?

Organization: Plan and Outline

The following will be covered in this section:

Organizing prewriting notes and research into an outline before drafting,

Outline and essay structure, and

Developing a thesis statement and topic sentences for your outline.

Organizing Prewriting Notes and Research into an Outline Before Drafting

Once you have examined the prompt, conducted your research, and focused your topic, you should

create an outline to include everything you will need to begin drafting. While there may be some

variations to structure because of the genre and purpose of the essay, the structure of your essay will

always include an introduction with a thesis, body paragraphs, and a conclusion.

Outline and Essay Structure

The next step is organizing your ideas and research into the appropriate structure. You may be given a

specific outline structure, or you may need to create your own. In either case, you will use your

assignment prompt to help determine where material from your notes should go within an outline your

essay.

Earlier, we broke down the prompt to see what the essay will be about.

Table 5.8

Example Assignment

In our example assignment, you were asked to write a persuasive essay arguing for a position on the

benefits of a Christian university education. Using the subtopics we found or created by using the

prompt, we will start constructing a thesis, topic sentences, and identifying the evidence we will use to

support our ideas.

Basic Essay Outline

I. INTRODUCTION

A. Hook

B. Background

C. Thesis

II. FIRST BODY PARAGRAPH

A. Main Idea 1

B. Evidence to support Main Idea 1

C. Evidence to support Main Idea 1

D. Analysis

III. BODY PARAGRAPH 2

A. Main Idea 2

B. Evidence to support Main Idea 2

C. Evidence to support Main Idea 2

D. Analysis

IV. BODY PARAGRAPH 3

A. Main Idea 3

B. Evidence to support Main Idea 3

C. Evidence to support Main Idea 3

D. Analysis

E. You can have more than three main ideas and paragraphs as needed to explain your

topic.

V. CONCLUSION

A. In your conclusion, you should restate the thesis, key points and make a final assertion.

Specific Prompt Vague Prompt

Write a 750–1,000-word persuasive essay

arguing for a position on the benefits of a

Christian university education. Include a

discussion of benefits for future careers (e.g.,

job acquisition, starting salary, promotions),

relationships with God, and personal

development.

Write a 750-1000-word persuasive essay

arguing for a position on the benefits of a

Christian university education.

Subtopics: Benefits for future careers

Relationship with God

Personal development

Benefit 1

Benefit 2

Benefit 3

Review the "Planning and

Getting Started" and

Drafting the College

Essay" sections in The

Writing Process

(https://lc.gcumedia.com/

unv104/the-writing-

process/index.php) media

piece

Developing a Thesis Statement and Topic Sentences

A thesis statement should state what you are arguing and the important points you will make in the

body paragraphs. A thesis should be a declarative statement, not a question, and the thesis is typically

the last sentence of the introductory paragraph.

Here is an example thesis for our example persuasive essay:

A Christian university education is beneficial for future

career opportunities, developing a relationship with God,

and personal development.

You may find that some of these points are too broad. What

does “career opportunities,” “developing a relationship with

God,” and “personal development” mean? You might need to

become more specific to be sure you have a clear direction

for your body paragraphs.

Sample thesis: A Christian university education helps

people develop a sense of personal responsibility and

ethical behavior, become closer to God, and obtain

desirable employment upon graduation.

Ask yourself the following questions about this thesis:

Is the point of view correct for the audience, purpose, and genre?

Are statements such as “This essay/paper will talk about…” avoided?

Is the thesis too broad? If so, narrow your scope.

Is the thesis too narrow? If so, broaden your scope.

Is the thesis statement argumentative? Are you making a claim in your thesis?

Is the thesis a question? If so, revise to make it a declarative statement.

Is the thesis located in an appropriate place? (The thesis is typically the last sentence of the

introduction.)

Is the thesis a generalization? (Avoid sweeping generalizations by making specific claims.)

Does the thesis meet the genre requirements?

A topic sentence tells the audience what each paragraph is about. Your topic sentences should

correspond to the argument in your thesis. Use the subtopics from your thesis to help you determine

the topic sentences.

Please review the "Drafting the College Essay" section of The Writing Process

(https://lc.gcumedia.com/unv104/the-writing-process/index.php) media piece for additional

information on developing a thesis statement.

Thesis: A Christian university education helps people develop a sense of personal responsibility

and ethical behavior, become closer to God, and obtain desirable employment upon graduation.

Topic Sentence 1: A Christian university education is beneficial because it contributes to the

development of personal responsibility and ethical behavior.

Topic Sentence 2: Additionally, a Christian university education is beneficial because it offers

students opportunities to study The Bible and strengthen their relationships with God.

Topic Sentence 3: Further, Christian University education is beneficial because it provides

students with the necessary skills and knowledge to obtain jobs in their desired careers.

Please note that the thesis and topic sentences can be read alone, and readers will see what to

expect from the paper.

Did You Know?

The topic sentences in your outline should be in the same order that they appear in your thesis

statement.

Now You Try It

Develop topic sentences for three body paragraphs in an essay with the following thesis

statement: Writing a college essays requires students to think critically, organize ideas, and find

credible research.

Adding All Research and Citations to Create Detailed Outlines

Once you have an idea of what you will cover in your essay, you should include your research in your

outline. It is best to include not only your quotations or paraphrases but also all of your citations for

each source. This way, you will not accidentally lose track of your research when you are ready to begin

writing a draft. This will save you time and energy later.

Sample Outline

Please view the sample (partial) outline in Table 5.9.

Table 5.9

Sample Outline

Introduction Requirements

Hook: Grab the reader’s

attention with a hook

regarding the topic.

Background Information: Provide any necessary

information readers will

need to understand the

issue you are discussing

within the paper.

Thesis Statement: Your

thesis should state your

argument and an overview

of the main points you will

make in the body

paragraphs.

Sample Introduction Outline

Hook: Imagine attending an uplifting chapel service, going to lunch with

engaging classes that will help you get your dream job. All of that can h

Background Information: Define Christian university and how it differs

Thesis: A Christian university education helps people develop a sense

behavior, become closer to God, and obtain desirable employment upon

Body Paragraph 1

Topic Sentence: State the

main point you will discuss

in the paragraph.

Evidence/Examples: Include any research or

examples you will use in

your essay in your outline.

If your material is coming

from a source, don’t forget

to cite!

Explanation/Commentary

Conclusion

Body Paragraph 1

Topic Sentence: A Christian university education is beneficial because

personal responsibility and ethical behavior.

Evidence: According to Mann (2020), “Christian colleges and universitie

students to examine their lives and determine their truths, so that they c

peace into their everyday lives and professional careers, thus positively

are a part” (p. 21).

Reference for the quotation: Mann, J. (2020). Mission animation: Christ

and community engagement. Christian Higher Education, 19(1–2), 7–25

https://doi.org/10.1080/15363759.2019.1689200

(https://www.tandfonline.com/doi/full/10.10

Explanation/Commentary 1. Explain searching for “justice and peace” (Mann, 2020, p. 21)

2. Application of searching for justice and peace in students’ individual

a. Example Student 1

b. Example Student 2

Conclusion: Conclude the ideas here.

Body Paragraph 2

Topic Sentence: State the

main point you will discuss

in the paragraph.

Evidence/Examples: Include any research or

examples you will use in

your essay in your outline.

If your material is coming

from a source, don’t forget

to cite!

Explanation/Commentary

Conclusion

Body Paragraph 2

Topic Sentence: Additionally, a Christian university education is benefic

opportunities to study The Bible and strengthen their relationships with

Evidence/Examples: Include any research or examples you will use in

is coming from a source, don’t forget to cite it!

Explanation/Commentary: Explain the main point of this paragraph an

Conclusion: Conclude the ideas here.

Body Paragraph 3

Topic sentence: State the

main point you will discuss

in the paragraph.

Evidence/Examples: Include any research or

examples you will use in

your essay in your outline.

If your material is coming

from a source, don’t forget

to cite!

Explanation/Commentary

Conclusion

Body Paragraph 3

Topic sentence: Further, Christian University education is beneficial be

necessary skills and knowledge to obtain jobs in their desired careers.

Evidence/Examples: Include any research or examples you will use in

is coming from a source, don’t forget to cite it!

Explanation/Commentary: Explain the main point of this paragraph an

Conclusion: Conclude ideas here.

Repeat Body Paragraph Sections as Needed

Drafting: Writing the First Draft

This section includes:

Drafting an essay using outlines,

Using research as support

Incorporating research, and

Avoiding plagiarism.

Drafting an Essay Using Outlines

Conclusion

Summary: Provide a brief

summary of the overall

argument. Remember,

readers just read the

essay. You do not need a

detailed summary.

Connect the main points together: Show readers

how all of the main points

work together to achieve

your overall argument.

Call to action: Often, a

conclusion suggests what

readers should do next if

they have been persuaded

by your argument.

Concluding line(s): Provide readers with a

satisfying ending. This

often refers back to the

hook used in the

introduction to create a

sense of closure for

readers.

Conclusion

Summary: Overall, a Christian university education provides significant

develop the necessary skills and content knowledge to obtain the jobs t

students will also develop a deeper connection to God and a stronger s

education leads people to continue working on becoming the best possi

Call to action/ Concluding line(s): A Christian university education wo

personal, and professional development. It will undoubtedly be a positiv

and God.

If you wrote a detailed outline, including a full thesis statement, full topic sentences, research,

examples, and notes on explanations, all you should need to do is turn the work in your outline into

complete sentences in paragraph format.

Using Research as Support

When you are looking for research to use within an essay, you will need to think critically about what

you need your sources to accomplish. Are you looking for research to provide credible expert support

of your ideas, or are you looking for research to offer additional or alternative ideas? You will also need

to determine whether you should quote your sources (i.e., use the author’s/authors’ exact words inside

quotation marks) or paraphrase your sources (i.e., state the ideas found within your sources using only

your own words and with your own sentence structures).

Incorporating Sources and Avoiding Plagiarism

Incorporating sources into essays involves more than simply dropping a quotation or idea from a

source into a paragraph. You will need to determine whether you are going to quote or paraphrase your

source, and you will need to integrate source material with signal phrases. You will also need to cite

appropriately and ensure you avoid plagiarism, a very serious academic offense.

Plagiarism

Plagiarism occurs when a person’s thoughts, ideas, and/or words are used by another person without

giving credit to the original author/owner of the ideas. The best way to avoid plagiarism is to make sure

you use citations any time you use ideas or words from a source. There are three ways to cite material

that you use: summarizing, paraphrasing, and quoting.

Figure 5.4

Summarizing, Paraphrasing, and Quoting Venn Diagram

Summarizing

Summarizing is when a writer describes the main ideas of a passage or text. Even if you are simply

providing a general description of the contents of a text, you must cite it.

Paraphrasing

Paraphrasing is restating the ideas of an author in your own words and with your own sentence

structure. Paraphrasing is not using the thesaurus to replace multiple words within a quotation, and it

is not changing the order of an author’s sentence. Instead, paraphrasing requires writers to find a

completely new way to express the original author’s idea. If you find that you need the particular

phrasing used in the source, one of two things might be occurring: 1) you may not fully understand the

quotation, and you might need to look up confusing words, or 2) you may want to quote the passage

instead. Any time you paraphrase, you must cite the source.

Review paraphrasing section of the "How to Cite Properly (https://www.gcumedia.com/lms-

resources/student-success-center/v3.1/#/media-element/academic-integrity/how-to-cite-properly)"

resource for more information and tips.

Quoting

Quoting entails using the exact words of an author within quotation marks. While you will often be

asked to paraphrase to align with style requirements and to be sure you fully understand what an

author is saying, you will sometimes need to use an author’s exact words to be sure that the meaning is

clear. Any time you quote, you must cite.

Using Signal Phrases When Integrating Research Into an Essay

Signal phrases introduce the words or ideas of other authors to ensure readers immediately recognize

that you are summarizing, paraphrasing, or quoting. Often, signal phrases involve part or all of a

citation as well. Consult the appropriate style manual or GCU resources for the specific citation

requirements of the citation style you are asked to use.

Go to the "Academic Integrity (https://www.gcumedia.com/lms-resources/student-success-

center/v3.1/#/tools/academic-integrity)" page on the Student Success Center to review the “How to

Cite Properly” and the "GCU Plagiarism Prevention Tutorial."

Signal Phrase Examples

Signal phrases commonly involve phrases such as:

According to Smith (2020), a Christian university education is beneficial in all aspects of

students’ lives. (Summary)

Smith (2020) said, “Students can develop content knowledge and acquire abilities to utilize

tools required for their careers while growing closer to God at the same time” (p. 35). (Quote)

Smith (2020) explained that students attending Christian universities can both deepen their

spiritual connections with Jesus and learn important skills to be successful professionals.

(Paraphrase)

A highly respected professor explained, (Additional example)

A professor from Grand Canyon University described, (Additional example)

The author of the article “Evaluating Sources” wrote, (Additional example)

Now You Try It

Practice quoting, citing, paraphrasing, and citing with the following quotation:

"Christian institutions of all types integrate faith, learning, and living in a way that holistically

develops students while simultaneously working toward the common good."

----------------------------------------

This quotation appears on page 8 of the article “Mission Animation: Christian Higher Education,

the Common Good, and Community Engagement” written by Jessica Mann in 2020.

Write a sentence using this quotation with a signal phrase and a citation. Then, paraphrase

this quotation, and cite the paraphrase to practice using quotations, paraphrases, citations,

and signal phrases for upcoming writing assignments.

Revising

Revising Content

When you have a complete draft, read it to be sure you included all the necessary material to meet your

assignment requirements. Make sure your draft contains all the necessary information for a clear and

well-supported argument.

Revising Content Checklist

Use this checklist to help make final revisions to your essay:

Are the introduction, body, and conclusion clearly defined?

Will the introduction engage the intended audience and provide sufficient background?

Is there a thesis statement that makes the main idea and/or overall argument of the essay clear?

Do all of the topic sentences in the body of your essay relate back to your thesis? (The first

sentence of your paragraph will typically state the claim of the paragraph. Then you should add

support and an explanation for each claim or point you are making.)

Does every paragraph address the subject matter of the thesis in a meaningful way?

Does your essay show that it was written for the intended audience?

Is there credible support, examples, and detail to make your points clearly?

Is the research integrated properly with signal phrases and citations?

Is more research needed to support your ideas?

Have all requirements of the assignment been met?

Editing and Presenting

This section includes:

Eliminating errors,

Using the correct style and tone,

Formatting and style,

Formatting resources, and

Editing and style checklist.

Editing to Eliminate Errors and Use Appropriate Style and Tone

Editing differs from revising the content in that you will look for errors in word choice, sentence

structure, mechanics, and formatting style. It is always best to read essays out loud when editing.

Writers benefit from both seeing and hearing material. You will often hear a mistake you do not see or

see a mistake you do not hear.

When editing, a writer should focus on the following elements:

Grammar/Voice

Sentence fragments (see Grammar Skills Development (https://www.gcumedia.com/lms-

resources/student-success-center/v3.1/#/skills-development/general-skills/grammar) in

the Writing Center)

Run-on sentences

Verb tense

First-, second-, and third-person language

Tone – Are you using formal voice and appropriate academic language?

Mechanics (see Grammar Skills Development (https://www.gcumedia.com/lms-

resources/student-success-center/v3.1/#/skills-development/general-skills/grammar) in the

Writing Center)

Punctuation marks

Capitalization

Spacing

Spelling

Formatting (e.g., APA, MLA, Turabian, etc.)

Paper formatting and layout – Are all of the required formatting elements met?

In-text citations – Do you have in-text citations that have a corresponding reference on the

reference page for all summarized, paraphrased, and quoted materials?

Reference or Works Cited page

Plagiarism – Did you attribute all ideas to the original author?

Style and Tone

In college writing, you will usually be asked to use a formal, academic voice and style. Formal voice

means that you want to use detailed, objective language to communicate ideas in a credible and

professional way. The point of view can be first, second, or third person. Typically, you will use third

person point of view for this type of writing.

Did You Know?

Point of view is the mode of narration determined by the genre, audience, and

purpose of the essay.

First Person

First person is typically used when writing a personal narrative or reflection. When in doubt, always

check the assignment instructions and with your instructor.

Second Person

The writer directly addresses his or her audience. Typically, you should avoid second person in

academic writing.

Third Person

The writer is neutral. This is the point of view appropriate for most academic writing. If you find you

write using first or second person, change your work to third person when you edit.

Table 5.10

First, Second, and Third Person Pronouns

1 st

, 2 nd

, and 3 rd

Person Pronouns

Singular Plural

First Person I, me, my, mine, myself We, us, our, ours, ourselves

Second Person You, your, yours, yourself You, your, yours, yourselves

Third Person She, he, her, him, his, hers, herself,

himself, anyone, anybody, everyone,

everybody, etc.

They, them, their, theirs, themselves

Now You Try It

Find a DQ post or writing assignment you have worked on so far this semester. Analyze the

language you used and think about whether you could have made any changes to elevate the

academic voice in the piece. Rewrite the post and practice using third-person and precise

language. (Please note, this is just a practice exercise for you. Do not actually edit the post in the

class discussion forum or resubmit the assignment. This is just for reflection and growth.)

Citation Styles

Citation styles are standardized ways to format academic writing. The guidelines for each citation style

specify how citations must be formatted, the information required for each citation, as well as various

other formatting protocols for a piece of academic writing such as punctuation, paragraph structure,

and title pages. Various academic disciplines require the use of a specific citation style. The three most

common citation styles used at GCU are APA, MLA, and Turabian (see Table 5.12). Different disciplines

use a specific citation styles so that members of that academic community have a shared structure for

organizing and reading the scholarship in that field.

The required citation style may differ depending on the academic discipline, or the purpose of the

assignment. Always check the assignment instructions and with your instructor to make sure you use

the correct formatting style.

Table 5.11

Dos and Don'ts for Writing in a Formal Voice

Academic Language/Voice Dos and Don’ts

Do Don’t

Be specific and clear.

Replace contractions with full words (e.g., “it is” instead of “it’s”).

Use signal phrases.

Use third person instead of pronouns; replace with more specific nouns whenever possible (e.g. instead of “they” use “students”, “professors”, “nurses”, etc.).

Answer readers’ questions instead of asking questions. Remember, you are the writer.

Use words you know while maintaining a professional voice.

Qualify to avoid overgeneralizing.

State ideas clearly and concisely. If you feel you need extra words to meet a length requirement, broaden your scope.

Avoid vague language.

Avoid contractions.

Avoid starting sentences with quotation marks.

Avoid first person (I, my, we, us) unless you are providing a personal example.

Avoid asking questions in the body of the essay.

Avoid using words you do not know. Using a thesaurus can be detrimental if you do not know the actual meanings of words you use.

Avoid sweeping generalizations.

Avoid unnecessary repetition or adding extra words to make essays longer.

Citation makers, including the ones available in the library

databases, almost always include significant errors that will

minimize the accuracy of your citations. For example, citation

makers often use capitalization incorrectly, mistake first

names for last names, assume no publication year is available

when a publication year is available, and forget to include a

digital object identifier (doi). They are also never in the

appropriate font, and they do not include a hanging

indentation. You are always better off making your own

citations that follow the citation style required for your assignments.

Formatting Resources

Style Guides and Templates (https://www.gcumedia.com/lms-resources/student-success-

center/v3.1/#/tools/writing-center)

Table 5.12

Common Citation Styles

Common Citation Styles

APA MLA Turabian

This style created by the

American Psychological

Association is often associated

with social sciences. APA is the

most commonly used style at

GCU. In fact, most classes at

GCU require APA style for

writing assignments. APA

includes a title page, section

headings, and both in-text

citations and references for all

sources. Please consult the

APA Style Manual and

resources provided by your

instructor or the Writing Center

for additional information

regarding APA style.

This style created by the

Modern Language Association

is most commonly used for

writing in liberal arts and

humanities. MLA is used in

some literature classes and

occasionally in other classes in

the humanities at GCU. This is

also the style many students

learn in high school. MLA does

not include a title page, and

section headings are optional

but not required. Instead, a

specific heading is required on

the first page, and in-text

citations and a Works Cited

page are required for sources.

This style is used in some

graduate History and most

College of Theology courses at

GCU. There are two different

options for Turabian Style: an

author-date system that

resembles APA Style with in-

text citations and references,

and a notes-bibliography

system that includes numbered

footnotes for sources on each

page. GCU courses primarily

use the notes-bibliography

option. If you are asked to use

Turabian Style, please confirm

with your instructor that this is

the expectation. Once

confirmed, consult the Turabian

Manual to ensure you meet all

requirements.

GCU Citing Sources Guide (http://libguides.gcu.edu/CitingSources/APA)

Editing and Style Checklist

Are the tone and voice formal enough for an academic essay?

Are all sources credible?

Has all quoted, paraphrased, and summarized material been cited with in-text citations and a

corresponding reference?

Is the grammar and punctuation correct? (If you need help with grammar or punctuation,

please use the Grammar Boosters (https://www.gcumedia.com/lms-resources/student-

success-center/v3.1/#/skills-development/general-skills/grammar) in the Writing Center.)

Have you spell checked the essay? (Remember that spell check will not correct incorrectly

used words.)

Is the title capitalized correctly?

Are the margins, fonts, spacing, headings, and other requirements correct?

GCU WRITING RESOURCES

Student Success Center

The most used online resource for a GCU student is the Student Success Center

(http://gcumedia.com/lms-resources/student-success-center/index.html). Here you will gain access

to tutorials, writing templates, style guides, college-specific documents, plagiarism prevention

methods, and university policies and handbooks.

Student Quick Access (https://www.gcumedia.com/lms-resources/student-success-

center/v3.1/#/tools/student-quick-access) contains links to the most frequently used student

services.

The Writing Center (https://www.gcumedia.com/lms-resources/student-success-

center/v3.1/#/tools/writing-center) includes tools to help you complete written course

assignments, familiarize yourself with specific writing guidelines and requirements, and improve

overall writing skills.

The Writing Process (https://lc.gcumedia.com/unv104/the-writing-process/index.php) takes

you step-by-step through the writing process.

Grammar Skills Development (https://www.gcumedia.com/lms-resources/student-success-

center/v3.1/#/skills-development/general-skills/grammar) tests and helps you to improve your

knowledge of proper grammar.

GCU Library (https://library.gcu.edu/) is where research for nearly all your assignments should

begin.

GCU Library Tutorials (https://libguides.gcu.edu/Tutorials) offers instructions on how to use the

library and access its many databases and resources.

Academic & Career Excellence (https://www.gcumedia.com/lms-resources/student-success-

center/v3.1/#/excellence-center) (for on-campus students) provides resources designed to help

you maximize your skills with studying, time management, resume writing, career exploration,

research, internship preparation, graduate school research, and networking.

Tutoring & Career Services (https://www.gcumedia.com/lms-resources/student-success-

center/v3.1/#/tools/student-quick-access) (for online students) provides links to available

services for online students.

LopesWrite

Also available on the Student Success Center is information on LopesWrite

(https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/media-

element/academic-integrity/lopeswrite). LopesWrite is NOT a plagiarism detector. LopesWrite

detects similarities between a submission and other written sources. Sometimes, this means plagiarism

occurred. Other times, similarities occur because people used the same research. Always check your

LopesWrite report to see what is highlighted as being similar to another source to be sure that you do

not plagiarize accidentally. Please be aware that it is possible your instructor will detect similarities

beyond those LopesWrite highlights. Please make sure you are careful to avoid using the words or

ideas of others without citations.

Other Resources

Google Scholar (http://scholar.google.com/schhp?hl=en&tab=ws)

ProQuest (http://www.proquest.com/en-US/)

STUDENT SUCCESS STORIES

Juan Juarez

By Michael Ferraresi

GCU Today (https://news.gcu.edu/2014/12/winter-

commencement/)

Even though he grew up in west Phoenix and went to grade

school just blocks from GCU, Juan Juarez said he wanted to

leave Arizona for college. He was ready for something new,

and he had the grades to get into some top schools in other

states.

“It was really God who sent me here,” said Juarez, 21, a digital

film and communications major who graduated with summa

cum laude honors. “I was very happy with the University and

the opportunities it gave me.”

That included the chance to graduate, Juarez said, with no

debt, which he’s particularly proud of as the first in his family

to graduate from college. The out-of-state schools would

have meant higher tuition. Deciding on GCU also gave him the

ability to earn valuable work experience.

Juarez, who graduated with a 3.95 GPA, had internships with CNN in Washington and NBC News in

New York, working on video stories and online packages geared toward Latino audiences. Over the

summer, he wrote an online article to accompany a jarring NBC News package titled, “Inside La Gran

Familia Group Home – Mexico’s ‘House of Horrors.’” The article detailed accusations of rampant abuse

and child neglect.

Juarez said it was gratifying hearing feedback about such a unique international watchdog story and

seeing it pop up on Google alerts. The internships whetted his appetite to become a professional TV

journalist.

“My goal is to be working for a news organization and covering stories, traveling different places in the

U.S. and globally,” he said.

Studying in both the digital film production and communications programs provided Juarez with a

range of skills, from technical editing and production skills needed to work at a news organization to

the essentials of interviewing and storytelling. Juan has gone on to earn an Emmy Award for his

outstanding reporting and news stories.

Kyla Hansen and Jen Gutierrez

By Mike Kilen

GCU Today (https://news.gcu.edu/2020/01/grand-canyon-

university-grant-writing/)

After Glendale Union High School District was denied grant

money to pay for vital college entrance exams for its students,

two Grand Canyon University students stepped in to help.

Kyla Hansen and Jen Gutierrez are professional writing

students, but they had no real-world experience at grant

writing before they were approached by College of

Humanities and Social Sciences professor Dr. Thomas Skeen,

who helped pair the students with the school district to try

again.

Over the summer, Hansen and Gutierrez read books on grant

writing, conducted online research on templates, and

researched the needs of the school district.

They met weekly with Dr. Skeen and Kim Mesquita,

Administrator of Community Relations for the school district.

The students’ proposal hit hard.

“After encouraging students to set their standards high and instilling a sky’s-the-limit mindset in them,

GUHSD would be doing them a disservice by letting any one of them pass up a potentially life-changing

opportunity simply because of a lack of room in their budget,” they wrote.

Students who don’t take the ACT exam are a disadvantage, they continued, “as it is now a requirement

at many colleges in order to even be considered for admission.”

They concluded by writing that the “long-term impact of this program will be felt for generations to

come” in the community because a college-educated population is a way to a more prosperous one.

The grant proposal was successful, and the district was granted $70,000 for test fees and preparation

classes.

Though Hansen wants to work as a copy editor at magazines and Gutierrez is exploring a career in

technical writing after a December graduation, they realized the power of grant writing to do good in

the community.

GCU students Kyla Hansen (left) and Jen Gutierrez wrote a grant that landed $70,000 to assist Glendale Union High School District students.

POWERED BY | ACADEMIC WEB SERVICES | GRAND CANYON UNIVERSITY © 2021

KEY TERMS

Active Inquiry: Involves asking yourself questions about a topic and then researching to help find

answers to your questions.

Genre: A type of writing. Types of writing include argumentative, expository, descriptive, and narrative.

Hook: The first line or lines of the introductory paragraph that engages the reader, making them want

to continue reading the essay.

Persuasion: The act of convincing others to believe or agree with a particular perspective on a topic or

issue.

Scope: The depth of a topic to be covered.

REFERENCES

Banwart, M. (2020). Communication studies: Effective communication leads to effective leadership.

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