Part II: The Writing Process

Part II: The Writing Process
 Topics in Part II:
1
A. Prewriting
1. Brainstorming
2. Freewriting
3. Clustering
4. Questions:
Prewriting
C. Formal Outline
1. Format
2. Question:
Formal Outline
B. Informal Outline
1. Format
2. Question:
Informal Outline
D. Documentation
Style
1. MLA and APA
2. Question:
Documentation
Style
Photo by author, NYC, Feb. 2006
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E. Rough Draft
1. Thesis
2. Introduction
3. Topic Sentence
4. Body Paragraphs
5. Conclusion
6. Title
7. Questions: Rough
Draft
F. Editing
1. Proofreading
2. Global revisions
3. Sentence revisions
4. Questions: Editing
Part II: The Writing Process
2

A.
Prewriting
1.
2.
3.
4.
Brainstorming (slide 18)
Freewriting (slide 18)
Clustering (slide 18)
Questions: Prewriting (slide 19)
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Part II: The Writing Process
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
A.
PREWRITING

After critical thinking and critical reading, you are ready to begin the prewriting strategies that will
help you create your academic essay. A little preparation will truly help you achieve a better essay.
1.
Brainstorming
Write questions that you have about the topic. Write statements you already know about the topic.
While brainstorming, you can pause and ponder about the topic.
2.
Freewriting
While using this strategy, your hand writes or types with unrestrained freedom. For a specific
amount of time, perhaps 5 or 10 minutes, write without stopping. Don’t pause to think about the
correct word choice.
3.
Clustering
This strategy focuses on how ideas relate to each other. Write the topic in the middle of a sheet of
paper and circle it. With lines extending outward from the circled topic, write the ideas that relate
to your topic and circle them.
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Part II: The Writing Process
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
A.
Questions: Prewriting
1.
What types of Prewriting—Brainstorming, Freewriting, or Clustering—have you used for
past writing assignments?
2.
What type of Prewriting will you use for your current assignment?
3.
Create Prewriting for your essay assignment.
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Part II: The Writing Process
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
B.
Informal Outline
1.
2.
Informal Outline Format (slide 21)
Question: Informal Outline (slide 22)
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Part II: The Writing Process
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
B.
INFORMAL OUTLINE

1.
Informal Outline Format

After you have created ideas through prewriting for your topic, you can create an
Informal Outline.

The Informal Outline can help you logically organize your ideas. Then, the ideas you
have organized in an Informal Outline will help guide you as you write your essay.
1. Thesis
2. Introduction
3. Body paragraph 1 (supports Thesis)
4. Body paragraph 2 (supports Thesis)
5. Body paragraph 3 (supports Thesis)
6. Conclusion
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Part II: The Writing Process
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

2. Question: Informal Outline
Create an Informal Outline for your essay assignment. Write 1 or 2 sentences for each
of the following:
1.
Thesis
2.
Introduction
3.
Body paragraph 1 (supports Thesis)
4.
Body paragraph 2 (supports Thesis)
5.
Body paragraph 3 (supports Thesis)
6.
Conclusion
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Part II: The Writing Process
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
C.
Formal Outline
1.
2.
Formal Outline Format (slide 24)
Question: Formal Outline (slide 25)
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Part II: The Writing Process
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 1.
FORMAL OUTLINE FORMAT
 Follow format below. Use one sentence.
Thesis:
I. Topic sentence for Introduction
II. Topic sentence for 1st body paragraph
A. Supporting point
B. Expand on supporting point
1. Supporting detail
2. Supporting detail
a. Supporting detail
b. Supporting detail
C. Analyze supporting point
(Include points and/or details as
needed; use II. as example for III.
and any other paragraphs you create.)
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III. Topic sentence for 2nd body paragraph
IV. Topic sentence for 3rd body paragraph
V. Topic sentence for Conclusion
*For detailed information on the essay
sections, follow the suggestions
below:
1. Thesis (slide 32)
2. Introductory paragraph (slide 33)
3. Body Paragraphs (slide 34)
4. Transitions (slide 35)
5. Concluding paragraph (slide 36)
6. Title (slide 36)
Part II: The Writing Process
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 2.
Question: FORMAL OUTLINE
 Create a formal outline
Thesis:
I. Topic sentence for Introduction
II. Topic sentence for 1st body paragraph
A. Supporting point
B. Expand on supporting point
1. Supporting detail
2. Supporting detail
a. Supporting detail
b. Supporting detail
C. Analyze supporting point
(Include points and/or details as
needed; use II. as example for III.
and any other paragraphs you create.)
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III. Topic sentence for 2nd body paragraph
IV. Topic sentence for 3rd body paragraph
V. Topic sentence for Conclusion
*For detailed information on the essay
sections, follow the suggestions
below:
1. Thesis (slide 32)
2. Introductory paragraph (slide 33)
3. Body Paragraphs (slide 34)
4. Transitions (slide 35)
5. Concluding paragraph (slide 36)
6. Title (slide 36)
Part II: The Writing Process
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
D.
Documentation Style
1.
2.
3.
MLA and APA (slide 27)
How to Avoid Plagiarism (slides 28-29)
Questions: Documentation Style (slide 30)
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Part II: The Writing Process
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
D.
DOCUMENTATION STYLE
1.
MLA and APA

If you use a source, you are required to document the source.

Use a documentation style, according to your instructor’s assignment, for the sources in your essay.

Sources create support for your topic, which is necessary for you to fully explain your topic or prove
your position.

Sources can be books, credible Web sites, online journals, etc.

MLA (Modern Language Association) and APA (American Psychological Association) are two
documentation styles commonly used in academic writing.

MLA does not require a title page; APA does require a title page.

Both MLA and APA require in-text citations after quotations or paraphrases or summaries from a
source.

Both MLA and APA require a list of the sources used in your essay as the last page of the essay.

MLA calls the page of sources Works Cited; APA calls the page of sources References.
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Part II: The Writing Process
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2.
How to Avoid Plagiarism

Plagiarizing is copying anyone else’s work or ideas.

Plagiarism can result in failing the essay or even failing the course. To avoid plagiarism,
familiarize yourself with the following:

Documentation Needed:

Documentation is needed for the following:
1.
Any ideas and/or written work that did not originate from you.

Important: When you have located a credible source that you will quote or
paraphrase in your essay, make sure you record the author, title of the work, and
where you located the information. Do this so you can credit the source after the
quote or paraphrase in an in-text citation, and have all of the information for the Works
Cited (MLA) or References (APA) page at the end of the essay.
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Part II: The Writing Process
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
Documentation Not Needed:

Documentation is not needed for the following:
1.
Common knowledge

Example:

George Washington was the first president of the United States of America.

A normal body temperature for human beings is 98.6 degrees.

At age 35, Martin Luther King , Jr., was the youngest individual to receive the
Nobel Peace Prize, and upon learning of the award, he announced he would
donate the $54,123 award money to the continue the civil rights movement.
2.
Your ideas

Any idea that comes from your own mind, you do not need to quote.

Just think, one day, with your improved writing skills, your ideas may be quoted in
future essays written by students!
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Part II: The Writing Process
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3.
Questions: Documentation Style
1.
What documentation style (MLA, APA, etc.) will you use in your essay?
2.
Are the quotes, paraphrases, and summaries properly identified in your essay (in-text
citations)?
3.
Are the sources used in your essay properly documented at the end of your essay on a
Works Cited (MLA) or References (APA) page?
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Part II: The Writing Process
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

E.
Rough Draft
1.
2.
3.
4.
5.
6.
7.
Thesis (slide 32)
Introductory Paragraph (slide 33)
Body Paragraphs (slide 34)
Transitions (slide 35)
Concluding Paragraph (slide 36)
Title (slide 36)
Question: Rough Draft (slide 37)
IMPORTANT: Before you begin composing, think of your essay as your own
extraordinary creation. What you are writing is new, unique, and different from
anything that has ever been written before because the essay originated from you,
from your perspective.
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Part II: The Writing Process
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
E.
1.

Thesis
Think of a Thesis as the soul of an essay: The Thesis contains the embodiment of the essay in just
one sentence. A thesis does the following:
States the topic, what you are discussing in the essay.
Contains the controlling idea: the writer’s opinion or attitude about the topic.

Example:

Topic: A U.S. Public Service Academy (similar to a military academy)

Controlling Idea: In support of having a federally-funded Public Service Academy in the U.S.

Thesis: Having a federally-funded Public Service Academy in the U.S. would provide young
adults with valuable and necessary instruction on how to serve as well how to as lead.
Establishes the purpose: Is the essay intended to entertain, inform, or persuade?
Communicates to the correct audience: co-workers, general public, daycare providers, etc.
Suggests the writing pattern that will be presented:

Narrative, process, argument, etc. (See Part II: The Writing Patterns for examples )

Writing “My thesis is” or “I think” weakens your essay and limits your essay to the opinion of
only one person; use “he” or “she.” Be direct and confident in your writing, then the reader
will listen and believe what you have to say.





ROUGH DRAFT
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Part II: The Writing Process
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2.

Introductory Paragraph
The Introductory paragraph of your essay should provide information that will lead up to the
Thesis.
The Introduction should spark interest in the reader, so he or she will want to continue reading.
Suggestions for the Introduction:










Provides a brief history or facts regarding the topic.
Uses an insightful short quotation directly pertaining to the topic.
Contains a contradiction or a problem; the Thesis and essay will state how the problem can be
resolved.
Asks a question.
Uses an anecdote.
Has a surprising statement.
Unless you are writing a personal narrative or if your experience directly relates to your topic,
do not write “I” as in “I think” or “I will discuss.”
The Thesis should be included in the Introductory Paragraph; typically the Thesis is located at
the end of the paragraph.
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Part II: The Writing Process
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3.







Body Paragraphs
Each Body Paragraph contains a Topic Sentence, the first sentence in the paragraph, which states
what will be discussed in the paragraph.

A Topic Sentences should not be too broad, or it cannot be fully explained in the paragraph.

A Topic Sentence should include a controlling idea, which will narrow and specify how the writer
views the paragraph’s topic (without saying “I think”).
The sentences within a paragraph should have unity: Every sentence in a paragraph supports the
idea presented in the Topic Sentence of that paragraph.
Paragraphs should have unity with each other by supporting the Thesis: Every paragraph supports
the Main Idea presented in the Thesis of the essay.
Uses transitional words and sentences to connect ideas and paragraphs.
Uses credible support—quotations, paraphrases, or summaries from credible sources.
The paragraph’s last sentence should state how the body of the paragraph explains the Topic
Sentence and/or provides a transition to connect with the next paragraph.
In 1959, William Strunk, Jr. and E.B. White stated guidelines in The Elements of Style that are still
vital to effective writing today:

Be clear

Omit needless words
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Part II: The Writing Process
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4.



Transitions
Transitions are word bridges: They visually walk the reader from one idea to next.
Transitional sentences

A transitional sentence moves the reader from the idea in one sentence to the idea in the next
sentence.

If a transitional sentence can be used as a Concluding Sentence at the end of a paragraph, the
sentence can help guide the reader to the next idea discussed in the following paragraph.
Transitional word examples:
additionally, afterward, again, although , assuredly, because, certainly,
consequently, conversely, evidentially, finally, granted, however, lastly,
moreover, nevertheless, specifically, thus, indeed, subsequently

Transitional phrases:
after all, as a result, for example, for instance, even though
in addition, on the contrary, on the other hand
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Part II: The Writing Process
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5.

Concluding Paragraph
Make the Concluding paragraph memorable: The Concluding Paragraph is important because these
are the last words in your essay that your reader will see. The Concluding Paragraph could do any
of the following:

Review the importance of key points in the essay or restate your Thesis using different words.

Recommend a course of action for the problem or situation you presented in the essay.

Provide a prediction of what will happen in regards to the topic in your essay.

End with a relevant, insightful quotation pertaining to your topic.

For an argument essay, you can state what will happen if your position is or is not accepted.
6.

Title
After you have composed your draft and have solid knowledge of what your essay will discuss, it is
time to bestow your essay with a name. Make sure you do the following for the title:
Use a few words or phrases to capture the essence of your essay.
Center your title.
Capitalize the first letter of every word, except for the prepositions (of, in, etc.) and the articles
(a, an, the) unless the article is at the beginning of the sentence.
Do not underline, italicize, or place quotes around your title (you can do this when your work is
published.




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Part II: The Writing Process
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7.
Question: Rough Draft
1.
Write your Rough Draft.
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Part II: The Writing Process
23

F.
Editing
1.
2.
3.
4.
Proofreading (slide 39-40)
Global revisions (slide 41)
Sentence revisions (slide 42)
Questions: Editing (slide 43)
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Part II: The Writing Process
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
F.
1.
Proofreading

After you have written the Rough Draft, you should proofread.

Just as the value of house depends on “location, location, location,” the value of an
essay depends on “revision, revision, revision.” Even professional, seasoned writers
need to revise. There are several ways that you can improve your essay:

Slowly read your essay aloud.

EDITING
While reading aloud, you may hear the errors instead of just seeing the errors. The
senses supplement each other: The auditory can enhance the visual.
Spellchecker: Technology is wonderful, but the machinery requires your mind for it to
work correctly. Although the spellchecker corrects the spelling of a word, it may not
provide you with the word that you had intended for your essay.


Wile ewe poof reed yore assays, dew knot relay homely awn spell3checker7s.

While you proofread your essays, do not rely only on spellcheckers.
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Part II: The Writing Process
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
Wait a day and put your essay aside, and then read your essay again. You may
discover errors that you previously had missed or discover a new way of making a
point or expressing an idea.

Read your essay, sentence by sentence, backwards. You may be able to find errors if
you read your essay in a different manner than it was written.

Have a friend or family member read your essay to you, so you can listen for the
errors.

Have a friend or family member review your essay, and then provide you with
suggestions.

Remember, your essay is unique and original in thought because you created the essay.
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Part II: The Writing Process
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2.

Global Revisions
Ask yourself the following global questions, and revise as needed:





Is the title appropriate for your essay?
Does the Introductory Paragraph smoothly lead into the Thesis Statement?
Is the Thesis the Main Idea of the essay?
Does the Thesis have a controlling idea?
Unless you are writing a personal narrative or discussing an experience that directly
involves you, have you avoided writing “I think” or “My essay will discuss”?
Do the Topic Sentences of each body paragraph further explain the Thesis?
Does each sentence in a body paragraph explain its Topic Sentence?
Are there any sentences in a paragraph that do not explain the Topic Sentence? If the
answer is yes, remove the sentence.
Does the Concluding paragraph successfully complete the essay?
Have you written a Works Cited (MLA) or References (APA) page to document the
sources that you have used in your essay?





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Part II: The Writing Process
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3.

Sentence Revisions
After asking yourself global questions, analyze your sentences by asking yourself the
following questions:
Are there any run-ons or fragments?
Are there any misspellings, typos, or poor word choices?
Have you varied the sentence structure?
Have you provided sentence transitions?
Do the ideas in one sentence lead into the next sentence?
Have you provided word or phrase transitions?
 Transitions can be “however, although, even though,” etc.
 If the essay contains sources, have you correctly documented the quotes, paraphrases,
and summaries in the in-text citations?

If the essay contains sources, have you created a source page (Works Cited for MLA;
and References for APA) at the end of the essay?






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Part II: The Writing Process
28

E.
Questions: Editing
1.
2.
3.
4.
Proofread your essay (see slides 39-40 for instruction).
Use global revisions in your essay (see slide 41 for instruction).
Make revisions to the sentences in your essay (see slide 42 for instruction).
Print your final draft.
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