California State University, San Bernardino Department of Accounting and Finance ACCT 4260, 5360, 6300 and FIN 3600

Instructor: John R. Dorocak, J.D., LL.M. (Tax), C.P.A.

TO: ACCT 4260, 5360, 6300, FIN 3600 Students

FROM: John R. Dorocak

RE: Writing – General Comments

Grading

Basically, all your writing, short or long projects, extra credit or not, is graded for:

Content = right result

Style = correct business format

Grammar = proper English usage

Per Ed White, Professor Emeritus, former facilitator of the Faculty Writing Seminar, writing is most often graded “holistically” i.e., looking at the whole and with some comparisons to a model and/or other students’ writing.

Instructor Comments

Sometimes, I will provide oral comments (in class, in a recording, etc.) In addition, my penmanship can be difficult to read at times and includes some standard proofreaders( marks.

= means capitalize

/ through letter means lower case

? Often indicates I am having trouble following the language (style, grammar) or the content.

( means insert, something missing

( line through with words written in means suggestions

( paragraph (double p)

Run-on: run on sentence, too long, break it up

not a sentence = needs subject, verb, object

sp: spelling

^^ added punctuation

cite: citation needed

_____: underline: Italicize (e.g., case names) or interesting/important

Likely the Most Important Suggestion

One of the best suggestions ever given to me on writing was by an English professor, Dr. Ernest Fontana, when I was John Dorocak, boy undergraduate student. He reviewed - voluntarily - some of my papers for other classes. He suggested, “Write with the shortest possible sentences and greatest possible explanations.” Think Hemingway. (Professor Fontana is apparently still teaching, now as a retired Professor Emeritus.)

The Writing Centers

The Writing Center, in University Hall and in Jack Brown Hall, will review and help with student writing if an appointment is made sufficiently in advance. Also, many writers have repeated to me, “Write what you know” and “Write what you love.” Although it is not always possible to follow these last suggestions, I do notice student writing seems better when the student is interested in the topic or knowledgeable in it.

Not the First Draft

Again, per Ed White, students often turn in their first rough draft. Some professors rewrite materials (e.g., class materials, publications) 6, 10, or more times. I confess, I usually lose interest at the first draft and 2 rewrites, at most, in most of my endeavors. Most often, I rewrite at least once and I try to let writing sit a while, (even if just a few hours or overnight), if possible, and then review it (often thus avoiding regrets, I believe). Another old saying is, “A writer writes, always.” Or as Jack Nicholson said, I believe, when asked why he took the part of the former astronaut in the movie Terms of Endearment (for which he won a supporting actor Oscar), “An actor acts.”

Practice

Repetition will likely help. Or as some other useful slogans suggest: “Practice makes perfect” and “Practice, practice, practice.” Tiger Woods used to hit (before his marriage, at least) hundreds to thousands or more golf balls at the driving range. Tony Gwynn and George Brett took extra batting practice nearly every day they played major league baseball.

Enjoy Writing and Help Job Prospects

Of course, it helps if you enjoy the activity. Wanting to write, I found also as John Dorocak boy student, can help overcome initial trepidation about the process. We know that employers in the real world, e.g., accounting practitioners when surveyed, want a student who can write and speak well. In addition, I myself and others, believe there are keen psychological insights of self-awareness to be obtained in writing, a process which involves both brain hemispheres (right and left).

Good luck.

pur-new-sol

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