The document provides guidance on writing a process essay. It explains that a process essay outlines how to do something or how something occurs through a series of steps, actions, or functions in a logical order. The introduction should engage the reader, explain why knowing the process is important, and include a thesis statement identifying the three main steps. Each body paragraph should then explain one main step in chronological order using clear directives and descriptions. Transitions are important to link the steps. The conclusion should demonstrate the end result of following the process and restate the thesis.

1. Writing the Process Essay

2. What is a process?
 A process essay
explains how to do
something or how
something occurs.
 An obvious example
of process writing is a
recipe.

3. What is a Process?
 A process may be:
 A series of actions.
 Certain steps, operations, or functions.
 All of these are meant to demonstrate how to
achieve a particular result.
 While some essays may focus on what, process
analysis normally focuses on how.
 Writing about a process should be accomplished in a
logical order.
 Many times in a process, the logical order will be
chronological.
 The logical order may also be order of importance in
order to accomplish the particular result.

4. A process analysis essay can either provide
steps on how to do something or provide
information.
A process analysis essay may explain to the
reader:
 How to perform steps in a process.
 How something works.
 How the important steps in a process coalesce.
 The logical order in which to do something.
A process analysis essay also may:
 Describe how something is done.
 Explain how something happens.

5. Characteristics of Process Writing
 Strict chronological order
 If the steps described are repeated, the same outcome should
always be achieved.
 Fixed order
 Clarity extremely important
 Transitions essential

6. Two Types of Process Writing
1. Instructions:
– Enables readers to
perform a process
– A recipe, a handout, an
operating manual are
examples of instruction
writing.
– Use imperative mood.
– Subject of sentences is
“you” understood; speak
directly to reader.

7. 2. Process Explanation
• Purpose is to help reader understand how a process is carried
out.
• Use either 1st person or 3rd person; not second person or
imperative mood.
• May be in present or past tense, depending on whether the
writer is explaining a process that takes place regularly or one
that occurred in the past, and on whether the writer or someone
else carried out the process.

8. Dividing the Process
 For the purposes of this essay, focus in on the main steps, the
main pieces of information, or the main actions needed in order to
achieve the particular result or goal.
 The essay should use this format for the thesis statement:
 When considering family, some experts believe that
______________, __________, and ______________ be
completed in order for _______________________.
 The pattern for this essay will be:
 Introduction
 Step, information, action, or change #1
 Step, information, action, or change #2
 Step, information, action, or change #3
 Conclusion that demonstrates the end result of the process.

9. Introductory paragraph
 Use a hook to engage the reader
 Make certain that the reader understands why
knowing how this process works is important.
 Transition from the hook to the thesis
statement
 Thesis statement: follow the pattern required for this group essay:
When considering family, some experts believe that
___________________, _______________, and
___________________ be completed in order for
___________________________.

10. Introduction
Definition: state the process and why it is important
Baking a cake is a great way to spend time with friends
and family.
Give background information and define the process.
Baking a cake requires precise measurement and
results in a delicious treat.
State the thesis statement, including the three
supporting details.
To bake a cake, one needs to mix fresh ingredients,
bake the mixture in an oven, and decorate the cake
using frosting.

11. INTRODUCTION
**SCENARIO:
 Create a context for this process
 What situation would dictate the reader
needing to know how to perform this task?
 Why should the reader know how to do
this activity?
 purpose: answer the “so what?!” factor

12. INTRODUCTION
*OVERVIEW:
Now that you have gained our interest and
created a need by virtue of the scenario,
now tell us exactly what we are in for in an
overview of the entire process—
 How many steps?
 What is the difficulty level?
 How long should it take?
 Divide into recognizable parts
 Describe the result (sense details; “After following my easy,
five-step process, you will have safely, properly changed
your flat tire.”)

13. INTRODUCTION
**PURPOSE STATEMENT:
 like a thesis statement
 what essay will concern
 why readers should do
 combine “overview” with your purpose to
get a thesis statement:
In six easy steps that should take you
approximately ten minutes, you can create a
new, exciting, flattering look for yourself.

14. INTRODUCTION
**PURPOSE STATEMENT:
DO NOT ANNOUNCE:
 Rather than “I am going to tell you how to
make this” OR “In this essay I will show you
how,”
 Write “If you follow this easy six-step
process, you will be able to create…”.

15. INTRODUCTION
*EXAMPLES OF CREATING A SCENARIO &
INTRODUCING THE TOPIC:
 Have you ever been driving home late at
night on a dark, deserted road out of cell
phone range when you felt the car pulling
sharply to one side and you heard the
unmistakable thumping sound of a flat tire?
 End Intro with Purpose Statement.

16. Each Body Paragraph should
include:
 A topic sentence that informs the reader what
the paragraph will cover.
 Supporting details that include a quotation,
summary statement, or paraphrase of at least
one of the authors read.
 A closing that explains the function of what was
described in the paragraph and that may help
to transition to the next paragraph.

17. BODY
*COHERENCE:
 *CHRONOLOGICAL ORDER
 do NOT place steps out of sequence
 no “But before that”
 if a step comes before another, then place it
before the other
 *TRANSITIONS

18. BODY: Coherence: Transitions
FORMS:
 Transitions often come in the following
forms:
o SUBORDINATING CONJUNCTIONS: since,
because, if, when, although
o COORDINATING CONJUNCTIONS: and, but,
yet, or, nor, for, so
o PREPOSITIONS: after, during, behind, beyond,
during
o ADVERBS: once, never, always, frequently

19. BODY: Coherence: Transitions
Transitions for the Process-Analysis Essay:
Time and Sequence/Order
 First, second, third
 Next, then, finally, lastly
 After, afterwards, following,
 At this time, at this point
 Simultaneously, concurrently
 Subsequently, while, meanwhile
 When, during, immediately, now, later, in the
future, earlier, sometimes, always, never,
whenever, once

20. BODY: Coherence: Transitions
* Examples of transitions in a process essay:
1) First, pull off the road a safe distance from any
possible traffic, and park on a flat surface.
2) Next, put the car in park and put on your
emergency brake.
3) Then, after you activate your four-ways, you
must gather all the necessary equipment, such
as a flash light, crow bar, jack, and, of course,
spare tire. All these items should be located in
your trunk.

21. BODY
*STEP-BY-STEP:
 assume nothing
 presume your audience = NOVICES
 reader knows nothing about your topic
 reader has never performed this task before
 DIRECTIVE (how-to, technical writing)
vs/
INFORMATIVE (close to narrative)

22. BODY
*THIS IS AN ESSAY, SO…
 *NO LISTS*
 *NO RECIPES (keep in essay format)
 *do not forget the ARTICLES (a, an, the)
 *do not forget the INTRODUCTION &
CONCLUSION paragraphs

23. BODY
*DETAILS:
STEP #1: gather all materials 1st
o items should NOT just magically appear in the
middle of the process
o list them as “items in a series” & not as a bulleted
or numbered list
“HOW EXACTLY”
o don’t skip over steps
o remember, readers have never done this

24. BODY
*DETAILS:
 PARAGRAPH STRUCTURE:
 since this is not necessarily a 5-paragraph essay,
 group steps into related PHASES/STAGES
 (like the Narrative Essay)
 use DESCRIPTIVE DETAILS

25. BODY
*GRAMMAR:
 spell “INGREDIENTS” correctly
 no “THINGS” (steps, tasks) (items, utensils)
 350 degrees (not the symbol for degrees)
 “THEN” = not a conjunction (use “, and then”)
 COMMAS (“Introductory subordinate clause,”)
(between two I.C. joined by a C.C.)
 COLONS (“First, gather the following
ingredients: milk, sugar, and flour.”)

26. First Person Third Person
Present
Tense
“After I place the chemicals in
the tray, I turn out the lights in
the darkroom.”
(habitual process performed
by the writer)
“After photographers place the
chemicals in the tray, they turn
out the lights in the darkroom.”
(habitual process performed by
someone other than the writer)
Past
Tense
“After I placed the chemicals
in the tray, I turned out the
lights in the darkroom.”
(process performed in the
past by the writer)
“After the photographer placed
the chemicals in the tray, she
turned out the lights in the
darkroom.”
(process performed in the past
by someone other than the
writer)

27. The Conclusion
 The result of the process should be
demonstrated.
 Restate the thesis statement in a novel way.
 Include closing remarks that give the reader
something to think about:
 It may discuss the future.
 It may inspire the reader.
 It may provide contemplation on the impact the
process has on families.

28. Revising Checklist for
a Process Essay
 Does your assignment call for a set of instructions or a
process explanation?
 Does your writing style clearly and consistently indicate
whether you are writing a set of instructions or process
explanation?
 Does your essay have a clearly stated thesis that
identifies the process and perhaps tells why it is (or was)
performed?
 Have you included all necessary steps?
 Are the steps presented in strict chronological order?
 Do transitions clearly indicate where one step ends and
the next begins?

29. Thank you