2. Stage 1: Prewriting
A. Determine the focus: discover and
limit a topic
freewriting, listing (my favorites)
3. Stage 1: Prewriting
A. Determine the focus: discover and
limit a topic
freewriting, listing (my favorites)
brainstorming/asking journalist’s questions
4. Stage 1: Prewriting
A. Determine the focus: discover and
limit a topic
freewriting, listing (my favorites)
brainstorming/asking journalist’s questions
mind mapping or clustering (my wife’s
favorite)
5. Stage 1: Prewriting
A. Determine the focus: discover and
limit a topic
freewriting, listing (my favorites)
brainstorming/asking journalist’s questions
mind mapping or clustering (my wife’s
favorite)
sketching or doodling
7. Stage 1: Prewriting
B. Develop the paper: generate
material
focused freewriting
further clustering
8. Stage 1: Prewriting
B. Develop the paper: generate
material
focused freewriting
further clustering
extending the lists
9. Stage 1: Prewriting
B. Develop the paper: generate
material
focused freewriting
further clustering
extending the lists
researching
10. Stage 1: Prewriting
C. Determine your target: consider the
audience
determine if the audience is neutral, hostile, or
friendly
11. Stage 1: Prewriting
C. Determine your target: consider the
audience
determine if the audience is neutral, hostile,
or friendly
determine the appropriate level of technicality
(nontechnical, semi-technical, and highly
technical) and the appropriate level of
formality (colloquial, informal, semiformal,
and formal or contract language)
12. Stage 1: Prewriting
C. Determine your target: consider the
audience
determine if the audience is neutral, hostile,
or friendly
determine the appropriate level of technicality
(nontechnical, semi-technical, and highly
technical) and the appropriate level of
formality (colloquial, informal, semiformal,
and formal or contract language)
determine the appropriate level of complexity
or density of thought
13. Stage 1: Prewriting
C. Determine your target: consider the
audience
determine if the audience is neutral, hostile, or
friendly
determine the appropriate level of technicality
(nontechnical, semi-technical, and highly
technical) and the appropriate level of formality
(colloquial, informal, semiformal, and formal or
contract language)
determine the appropriate level of complexity or
density of thought
consider the audience’s expectations; identify
shared values
15. Stage 1: Prewriting
D. Decide on your main point: generate
a thesis
encompasses topic
makes a point about the topic that can and
should be defended or validated
16. Stage 1: Prewriting
D. Decide on your main point: generate
a thesis
encompasses topic
makes a point about the topic that can and
should be defended or validated
offers writer’s unique perspective and insight
into topic
17. Stage 1: Prewriting
E. Arrange material: organize
exploit organization inherent in topic or writing
assignment boundaries (narration and process
analysis are usually organized on a time line,
for instance; a paper analyzing a causal chain
will also have an inherent sequencing of
material)
18. Stage 1: Prewriting
E. Arrange material: organize
exploit organization inherent in topic or
writing assignment boundaries
exploit organization inherent in prewriting
from step B (recognize and use the
connections or relations between components
or ideas in a clustering diagram, for instance)
19. Stage 1: Prewriting
E. Arrange material: organize
exploit organization inherent in topic or
writing assignment boundaries
exploit organization inherent in prewriting
from step B
impose order using classic strategies or
patterns of organization
20. Stage 1: Prewriting
E. Organizing (cont’d)
Classic organizing patterns include:
chronological: uses time as the organizing
principle
21. Stage 1: Prewriting
E. Organizing (cont’d)
Classic organizing patterns include:
chronological
spatial: establishes a point or frame of
reference and organizes material with respect
to that (to the left of the front door is a bush;
in front of that is a flower bed)
22. Stage 1: Prewriting
E. Organizing (cont’d)
Classic organizing patterns include:
chronological: uses time as the organizing
principle
spatial
emphatic: uses order of importance as its
organizing principle (either save the most
compelling idea or details for last, or put the
most important cause first)
23. Stage 1: Prewriting
E. Organizing (cont’d)
Classic organizing patterns include:
chronological
spatial
emphatic
deductive: general to specific (a general
statement followed by supporting detail or
specific concrete reasons)
24. Stage 1: Prewriting
E. Organizing (cont’d)
Classic organizing patterns include:
chronological
spatial
emphatic
deductive
inductive: specific to general (specific detail
followed by an interpretive or explanatory
general statement or abstraction)
25. Stage 1: Prewriting
E. Arrange material: organize
exploit organization inherent in topic or
writing assignment boundaries
exploit organization inherent in prewriting
from step B
impose order using classic strategies or
patterns of organization
once the strategy for organizing the material
is set, capture the organization using a device
like an outline or a flow chart.
26. Stage II: Drafting
A. Introductory paragraph(s)
attract and hold the favorable attention of
the target audience
27. Stage II: Drafting
A. Introductory paragraph(s)
attract and hold the favorable attention
of the target audience
address topic
28. Stage II: Drafting
A. Introductory paragraph(s)
attract and hold the favorable attention
of the target audience
address topic
state or imply thesis
29. Stage II: Drafting
A. Introductory paragraph(s)
attract and hold the favorable attention
of the target audience
address topic
state or imply thesis
establish tone
30. Stage II: Drafting
B. Body Paragraphs
execute design represented in Stage I,
step E.4
identify subtopics within thesis (reflected in
divisions in outline, for example)
31. Stage II: Drafting
B. Body Paragraphs
execute design represented in Stage I,
step E.4
identify subtopics within thesis (reflected in
divisions in outline, for example)
develop each facet/subtopic in one or two
paragraphs using mix of general observation
or assertion and specific detail that supports,
clarifies, or illustrated
32. Stage II: Drafting
B. Body Paragraphs
execute design represented in Stage I, step
E.4
each paragraph self-contained
focused (with topic sentence)
unified (all development relevant to topic
sentence)
coherent (logically arranged and using adequate
organizational cues)
paragraphs work together to create envisioned
effect on target audience
33. Stage II: Drafting
B. Body Paragraphs
execute design represented in Stage I,
step E.4
each paragraph self-contained
achieve essay coherence by using
adequate transitional devices within and
between paragraphs
34. Stage II: Drafting
C. Conclusion
signal that the paper is about to end
successfully
35. Stage II: Drafting
C. Conclusion
signal that the paper is about to end
successfully
restate reworded and expanded
expression of essay’s thesis
36. Stage II: Drafting
C. Conclusion
signal that the paper is about to end
successfully
restate reworded and expanded
expression of essay’s thesis
summarize key areas of development
37. Stage II: Drafting
C. Conclusion
signal that the paper is about to end
successfully
restate reworded and expanded
expression of essay’s thesis
summarize key areas of development
draw conclusions, make judgments and
evaluations for readers
38. Stage II: Drafting
D. Transition paragraphs
signal major shift in subject matter, tone,
or both
39. Stage II: Drafting
D. Transition paragraphs
signal major shift in subject matter, tone,
or both
often useful in comparison, classification,
and analysis essays (though not an
essential element of any mode of
expression)
40. Stage II: Drafting
D. Transition paragraphs
signal major shift in subject matter, tone,
or both
often useful in comparison, classification,
and analysis essays (though not an
essential element of any mode of
expression)
usually very short—one or two sentences
41. Stage II: Drafting
E. Dialogue paragraphs
used to represent verbatim speech in
direct quotation
42. Stage II: Drafting
E. Dialogue paragraphs
used to represent verbatim speech in
direct quotation
involve using quotation marks in
collocation with other marks of
punctuation
43. Stage II: Drafting
E. Dialogue paragraphs
used to represent verbatim speech in
direct quotation
involve using quotation marks in
collocation with other marks of
punctuation
each change in speaker requires
beginning of a new paragraph
44. Stage II: Drafting
F. Title construction
use the title to:
describe the topic
catch a busy reader’s attention
express some aspect of the writer’s
personality
45. Stage II: Drafting
F. Title construction
use the title to:
describe the topic
catch a busy reader’s attention
express some aspect of the writer’s
personality
try to keep it short and simple (except
for serious academic compositions)
46. Stage II: Drafting
F. Title construction
use the title to:
describe the topic
catch a busy reader’s attention
express some aspect of the writer’s
personality
try to keep it short and simple (except
for serious academic compositions
do not use quotation marks around your
own titles
48. Stage III: Revision
A. Review assignment boundaries
B. Reconsider essay purpose and thesis
does the essay accomplish what it set out to
do?
thesis appropriate to assignment, writing
situation, and target audience?
engaging?
does it teach the audience something
worthwhile or persuade it to a position in its
own benefit?
49. Stage III: Revision
A. Review assignment boundaries
B. Reconsider essay purpose and
thesis
C. Review essay organization and
structure
is the material arranged according to some
logical principle?
does the essay have all three necessary parts?
are transitions within and between paragraphs
effective?
50. Stage III: Revision
A. Review assignment boundaries
B. Reconsider essay purpose and thesis
C. Review essay organization and structure
D. Evaluate sections
does introduction effectively capture favorable
attention/ control tone?
are body paragraphs long enough? too long?
coherent? unified?
does conclusion forecast the end of the paper?
remind reader of essay purpose?
leave reader thinking?
51. Stage III: Revision
A. Review assignment boundaries
B. Reconsider essay purpose and thesis
C. Review essay organization and
structure
D. Evaluate sections
E. Review sentences
length
variety of structure
grammar
propriety of voice (active voice preferred)
52. Stage III: Revision
A. Review assignment boundaries
B. Reconsider essay purpose and thesis
C. Review essay organization and structure
D. Evaluate sections
E. Review sentences
F. Reconsider individual words
precision and accuracy of denotation
connotations appropriate for tone, audience, style?
appropriate levels of
formality
technicality
spelling
53. Stage III: Revision
A. Review assignment boundaries
B. Reconsider essay purpose and thesis
C. Review essay organization and structure
D. Evaluate sections
E. Review sentences
F. Reconsider individual words
G. Review individual marks of punctuation
too many commas? exclamation points? parentheses?
current wisdom: the leaner, the better
double check punctuation marks used in collocation with
one another
commas, periods, question marks with parentheses,
quotation marks
ellipsis marks and terminal punctuation
54. Stage III: Revision
A. Review assignment boundaries
B. Reconsider essay purpose and thesis
C. Review essay organization and structure
D. Evaluate sections
E. Review sentences
F. Review individual marks of punctuation
G. Reconsider individual words
H. Proofread
56. Generate Final Copy
A. Materials
B. Manuscript conventions
double space
1-inch margins
12-pt. simple font—no cursive or italics
one side of the paper only
justify only left margin
special restrictions
57. Generate Final Copy
A. Materials
B. Manuscript conventions
C. Submission of final copy
cover sheet with name, title, assignment
number, and course/section
final copy on top w/cover sheet, and
prewriting and drafting included underneath
staple upper left corner
no report covers please