10. Writing Course Descriptions

10.1 Guidance

When writing course descriptions, use the following to guide you:

• Use present tense.
• Express your ideas in clear, direct language.
• Try to increase and vary your vocabulary (not to impress the reader but to convey the meaning).
• Use a comma before and in a series.
• Aim for unity, coherence, and emphasis. Unity means that no sentence strays from the topic.  Coherence means that the entire paragraph holds together as a unit. Emphasis means that main points get the most space and stand out clearly instead of being in a clutter of unexplained details.
• Use sentence fragments sparingly and only when written for a specific effect.
• Avoid passive voice. Use active verb constructions whenever possible. Generally, this means ensuring that your sentence starts with a subject (noun) doing an action (verb)

Correct:
Incorrect:
Correct:
Incorrect:

• If you must use passive voice, simplify sentence construction to avoid using it and there unnecessarily.

Correct:
Incorrect:
Correct:
Incorrect:
Correct:
Incorrect:

• Don’t use comma splices (two complete sentences joined with just a comma).
• Don’t separate related parts of a sentence needlessly.
• Avoid unnecessary shifts in number.

Correct:
Correct:
Incorrect:

• Avoid unnecessary shifts in person.

Correct:
Incorrect:

If students work hard, they will learn.
If a student works hard, you will learn.

• Avoid unnecessary shifts in subject, verb tense, etc.

Correct:
Incorrect:

As I flew over the city, I could see clogged freeways.
As I flew over the city, clogged freeways could be seen.

• Avoid mixed construction; finish a sentence the way you began it. Match subjects and verbs, nouns, pronouns, etc.
• Avoid redundancy.
• Avoid double negatives.

Correct:
Correct:
Incorrect:

• Avoid the superfluous use of the word that..

Correct:
Incorrect:

She wanted to know he was here.
She wanted to know that he was here.

• Avoid inflated or obscure phrasing (elaborate modifiers; words ending in -tion, -ity, -ize, or -ify; useless suffixes like zealousness for zeal; and needless, unexplained jargon, especially technical terms and acronyms).
• Avoid nonsexist usage (exclusionary language as well as the cumbersome he or she construction). Instead, remove gender and shift to plurals whenever possible. When shifting is impossible, choose he or she over they.

Example:

All students need their calculators.

10.2 General advice

Good sentences reflect clear thinking. A clumsy sentence often reflects poorly thought out ideas. Consider what you most want someone to know and how to best say it as simply as possible. Remember, a well-written sentence has unity, coherence, and emphasis. Unity and coherence make your writing logical and clear; emphasis makes it strong and forceful. Strive to write clear, concise “benefit statements” that focus on the course content or the learner’s involvement.

10.3 Elements of credit course descriptions

Course descriptions should meet the suggested course title and description format for credit offerings.

• The course title must be no more than 25 values, including characters, spaces, and punctuation.
• A course description must include the following:
  
  

  An introductory sentence describing the instructional intent of the course using a maximum of 25 words

Examples:

This course introduces/covers/includes/provides . . .
This course prepares individuals . . .

A sentence listing the major components of the course using a maximum of 25 words

Examples:

This course introduces/covers/includes/provides . . .
This course prepares individuals . . .

A sentence listing the competencies taught in the course using a maximum of 25 words

Examples:

Successful completion of this instruction prepares (qualifies) students for employment as . . .
Upon completion of this course, students should qualify for or accomplish (include certificates, licensure examinations, employment opportunities, etc.) . . .
Upon completion, the learner is prepared to perform the following tasks: . . .

• The course description should also include the three-letter course prefix; three-digit course number; any hours for classroom, lab/shop, clinical, work experience, and total credit; and prerequisites and corequisites.

• For examples of course descriptions, see course descriptions under “Career Program & University Transfer Students” or under “Continuing Education."

10.4 Considerations for noncredit course descriptions

When writing noncredit course descriptions, consider the following:

• Who is your audience or reader? Remember, you are trying to capture interest and initiate action!
• Freshen up (rewrite) the copy often.
• Pull the reader in with energy and enthusiasm!
• Write in the present tense whenever possible.
• Write in second person whenever possible: use you.
• Vary sentence length and sentence structure. Mix it up a bit!
• Practice reduction. Eliminate unnecessary words, and simplify clauses and phrases
• Use parallel structure.

Correct:
Incorrect:

He learned to act and sing.
He learned acting and how to sing.

• Ask yourself, “What is the point in Triangle residents investing time and money in this course?” Make a quick pitch and move along.

Back to Style Guide Table of Contents