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Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
Detailed Overview Of Writing Process
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Detailed Overview Of Writing Process

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  • 1. The Writing Process Brenham Writing Room Created by D. Herring
  • 2. Stages of the Writing Process  There are several stages to the Writing Process. Each stage is essential.  Prewriting  Writing (Drafting)  Revising  Editing
  • 3. I. Prewriting  Choose/narrow your topic  Determine your  Audience  Purpose  Tone  Point-of-view  Tense  Explore your topic  Make a plan
  • 4. Choose/Narrow Your Topic  Your topic should pass the 3- question test: 1. Does it interest me? 2. Do I have something to say about it? 3. Is it specific?
  • 5. Determine Your Audience  Your Audience is composed of those who will read your writing.  Ask yourself:  Who are my readers?  What do my readers know about my topic?  What do my readers need to know about my topic?  How do my readers feel about my topic?
  • 6. Audience continued. . .  What do my readers expect?  Standard Written English  Correct grammar and spelling  Accurate information  Logical presentation of ideas  Followed directions of the assignment!!!  What are my length requirements?  What is my time limit?  What does the assignment consist of?  Is research required?  What format should be used?
  • 7. Determine Your Purpose  Purpose is the reason you are writing.  Whenever you write, you always have a purpose. Most writing fits into one of 3 categories:  Expressive Writing  Informative Writing  Persuasive Writing  More than one of these may be used, but one will be primary.
  • 8. Determine Tone  Tone is the mood or attitude you adopt as you write.  Serious or frivolous/humorous?  Intimate or detached?
  • 9. Determine Point-of-View  Point-of-view is the perspective from which you write an essay.  There are 3 points-of-view:  First person—”I, we”  Second person—”you”  Third person—”he, she, they”  One of the most common errors in writing occurs when the writer shifts point-of-view unnecessarily!
  • 10. Determine Tense  Tense is the voice you use to designate the time of the action or state of being.  Present tense  Past tense  Future tense
  • 11. Explore Your Topic  Pre-writing Techniques:  Brainstorming/Listing  Freewriting  Clustering/Mapping  Questioning  Discussing  Outlining
  • 12. Make a Plan  Before you begin drafting your essay, you should make a plan (a roadmap).  Review, evaluate, and organize ideas written in your pre-writing; then make a plan for your essay’s  Thesis statement  Support  Order  Structure
  • 13. Thesis Statement  The thesis statement expresses the MAIN IDEA of your essay, the central point that your essay develops/supports.
  • 14. Thesis continued. . .  Your thesis SHOULD:  Accurately predict your essay’s direction, emphasis, and scope  Make no promises that the essay will not fulfill  Be direct and straightforward  NOT be an announcement, statement of opinion, or statement of fact.
  • 15. Support  Be sure to evaluate the information in your prewriting carefully in order to choose the best support for your topic.  Primary Support—major ideas or examples that back up your main points  Secondary Support—details which further explain your primary support
  • 16. Support continued. . .  Basics of good support  Relates to main point  Considers readers, i.e. provides enough information  Is detailed and specific
  • 17. Order  The Order is the sequence in which you present your ideas.  There are 3 types of order:  Time (chronological) order  Space order  Emphatic order (order of importance: least-to-most, most- to-least)
  • 18. Structure/Organization  Consider how your essay will be organized; then create an Outline.  Sample Outline of standard 5-paragraph essay: A. Introduction B. Body Paragraph 1 C. Body Paragraph 2 D. Body Paragraph 3 E. Conclusion
  • 19. II. Writing  During the Writing Stage, you should  Create your essay’s Title  Compose a draft  A Draft is the first whole version of all your ideas put together; it’s a “dress rehearsal.”  You should plan to revise your Draft several times throughout the writing process.
  • 20. Creating Your Title  Your essay’s title should:  Be original  Be a reasonable length  Reflect your topic  Be lively and attention-getting  Your title should NOT:  Be generic/repeat the assignment  Be in ALL CAPS  Be in boldface, “quotation marks,” underlined, or italicized  Be followed by a period
  • 21. Titles, continued  Capitalization Rules for Titles:  Always capitalize the first letter of the first word and the last word.  Capitalize the first letter of each “important” word in between the first and last words.  Do not capitalize articles (a, an, the)  Do not capitalize coordinating conjunctions (and, but, or, etc.)  Do not capitalize prepositions (on, at, in, off, etc.)
  • 22. Effective vs. Ineffective Titles  Topic: Cheating in College  Effective Titles:  Cheaters Never Win!  Cheating in Higher Education  Why Do Students Cheat?  Ineffective Titles:  Don’t Do It!  Cheating  Students Cheat for Many Different Reasons.
  • 23. Writing a Draft  Basics of a good draft:  Has a fully developed introduction and conclusion  Has fully developed body paragraphs, each containing a topic sentence, at least two examples, and detailed support  Follows standard structure and uses complete sentences
  • 24. Write Your Introduction  Your introductory paragraph should do the following:  Be a minimum of 4-6 sentences  Tell the audience what to expect from your discussion (thesis)  Move from general to specific, with the thesis as the last sentence in the intro  Get the reader’s attention  Set the tone for the rest of the essay
  • 25. Introduction, continued  Strategies for developing an Introduction include  Providing background information  Telling a personal anecdote  Beginning with a quotation  Using an opposite  Asking a question
  • 26. Write Your Body Paragraphs  Each body paragraph should develop one of the specific points mentioned in the thesis.  Each BP should contain:  Topic Sentence—main idea of BP  Primary Support—examples  Secondary Support—details
  • 27. Body Paragraphs: Topic Sentence  A Topic Sentence expresses the main idea of the body paragraph.  Begin each body paragraph with a Topic Sentence that  Narrows the focus of the paragraph  Accurately predicts the direction of the paragraph  Refers back to the Thesis statement
  • 28. Body Paragraphs continued  Body paragraphs must have  Unity—everything refers back to main point  Support—examples and details  Coherence—all points connect to form a whole; one point leads to another
  • 29. Body Paragraphs: Unity  Unity is achieved when everything refers back to the main point  ALL SENTENCES SHOULD RELATE BACK TO TOPIC SENTENCE & THESIS.  Do not include any ideas that are irrelevant or off-topic.
  • 30. Body Paragraphs: Support  Support is achieved through adequate examples and details.  Each body paragraph should include at least two examples to support the main idea of the paragraph.  Each example should include at least one specific detail that further illustrates the point.
  • 31. Body Paragraphs: Coherence  Coherence is achieved when all points connect to form a whole; one point leads to another.  Coherence is mainly achieved through the use of transitions.  Transitions—words & phrases which connect your sentences so that your writing flows smoothly.
  • 32. Write Your Conclusion  The concluding paragraph should  Contain a minimum of 4 sentences  Refer back to the main point, but not simply repeat the thesis  Make an observation on what is written  NOT introduce any new ideas  Create a sense of closure
  • 33. III. Revising  Revising is finding & correcting problems with content; changing the ideas in your writing to make them clearer, stronger, and more convincing.  Revising looks at the “Big Picture”— the Idea level.
  • 34. Revision Strategies  Look for  Unity  Does everything refer back to main point?  Does each topic sentence refer to the thesis?  Does each sentence in each BP refer back to the topic sentence?  Detail and support  Does each BP contain at least two examples?  Is each example followed by at least one supporting detail?  Coherence  Are all points connect to form a whole?  Are transitions used to move from one idea to the next?
  • 35. Revision Tips  Take a break from your draft before attempting to revise.  Read your draft out loud and listen to your words.  Imagine yourself as your reader.  Look for consistent problem areas.  Get feedback from peers.  Get help from a tutor!
  • 36. IV. Editing  Editing is finding and correcting problems with grammar, style, word choice & usage, and punctuation.  Editing focuses on the “Little Picture”—Word level.
  • 37. Editing Strategies  Keep an Error Log to help you identify your problem areas and improve your writing.  When editing, review your paper for one type of error at a time; don’t try to read through looking for everything at once.
  • 38. Editing Tips  Work with a clean printed copy, double-spaced to allow room to mark corrections.  Read your essay backwards.  Be cautious of spell-check and grammar-check.  Read your essay out loud.  Get feedback from peers.  Work with a tutor!
  • 39. Self-Review  You should never move to peer review without first completing a self- review (revising & editing); you want your peer to look for mistakes that you were unable to catch yourself!  After you have reviewed your own work, make the necessary corrections and print a clean, revised copy before moving on to peer review.
  • 40. Peer-Review  It is important to make the peer review process useful.  Basics of useful feedback:  It is given in a positive way  It is specific  It offers suggestions  It is given both verbally and in writing

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