The Writing Process: A Little Strategy Goes A Long Wa 406422

The Writing Processa Little Strategy Goes A Long Waypart One Prewrit

The Writing Processa Little Strategy Goes A Long Waypart One Prewrit

The Writing Process A Little Strategy Goes a Long Way Part One – Prewriting What is “The Writing Process?" The answer is self-evident: It is a process by which authors can approach writing. What is a process? Where do we use processes? Steps in the Writing Process The steps should start in this particular order, but you may also redo them as many times as needed, whenever needed: 1. Prewriting 2. Organizing 3. Drafting 4. Revising 5. Editing and proofreading.

Step 1: Prewriting – finding a topic. Thinking about your topic and investigating its many possibilities may be the most important part. First, consider your subject and read the source material carefully. Do not just choose the obvious (the ‘C - Grade’ response); be inventive and unique. Reread the assignment. Look for words in the clue that may direct you toward a direction. Prewriting – cont’d. These may refer to the ‘rhetorical modes’ (patterns of development) such as: narrate; describe; compare/contrast; define; relate a process; show cause and effect; argue for or against, and so on. Always be sure to answer the question or respond correctly to the prompt. Your purpose will be to express an idea (some insight) inspired by the story. The purpose will not be to summarize the story or to simply discuss an idea without showing how the story illustrates your point. This is done by making connections between reading and “the real world” or “the human condition.” Look up the meaning of ‘pre-’ Note: Prewriting may seem like a nuisance, but students gratefully report that it has helped them improve all of their writing.

Step 1: Prewriting – There are many types of prewriting to help you think about your topic. You may choose a favourite, or find different types suitable for different circumstances. It is often helpful to start with an open method, such as freewriting, first, and then also try a second type. The computer is helpful, but also may be confining, at this stage. Prewriting – A. Freewriting. Freewriting is often given at the beginning of a unit, to ask students to explore their own ideas, or generate a unique topic. Write freely, without stopping, for a given period of time (often 10-15 minutes). Do not stop for spelling, vocabulary, grammar, or other things that may hinder the flow of thought. Freewriting – cont’d. Hint: If you are writing but can’t find a word, quickly, just insert a line and come back to it, later. Freewriting is a ‘warm-up’. Do not worry if it wanders, seems incorrect, or goes off-topic. Freewriting is also useful to narrow a topic. Prewriting – A. Freewriting – variation - Looping. Looping allows writers to continually narrow ideas from an original free thought to more refined ideas. Start by freewriting. Read the freewriting and look for an idea that strikes you. Circle it. [Draw a loop around it.] Write by freewriting again, this time about the circled idea. Continue until you have sufficiently narrowed the focus of the idea. See: Looping - image. Prewriting – B: Questioning. Also known as ‘The Journalists’ Questions’ or ‘W5’. You don’t know if you don’t have answers to: Who? What? When? Where? Why? How? [sorry – 6]. Note: Also refer to the W5 answers while providing details in your written work. These details are vital to your audience. See: Prewriting – C: Listing. Lists are easy ways to quickly write down ideas. How do you use lists every day? For Prewriting Write quickly A vertical list Only key words Do not stop to correct or organize Ideas flow freely. Prewriting – D: Clustering. Also known as diagramming (and sometimes brainstorming). Visual. Many variations. Computer versions can be highly organized, but also restricting. See: ? ? ? A B. Prewriting – D: Clustering Cont’d. Hand-drawn versions can allow for creativity, but can become crowded. See also Search for “mind map” in Google images. You’ll be amazed! Now that’s how to open up your mind! Prewriting – E. Cubing. Cubing is a technique of prewriting especially good for topics that require deep analysis. Imagine your general subject as a cube. Imagine each plane of that cube as a different way of approaching the subject. Cubing is also excellent for tackling difficult concepts or to use when arguing for a point of view. Cubing – cont’d. Use cubing to A) Discover new ideas, or B) Analyze an idea. Technique – Dedicate an approach to each plane: Describe it. Compare it. Apply it. Associate it. Analyze it, and Argue for or against it. Using Prewriting. Do use it! Use at least two methods. Why? “Despair is most often the offspring of ill-preparedness” – Don Williams Jr. Include prewriting when submitting work. It will not be marked, but you will gain credit for it.

The Next Step… Create a working outline. Now, on to step two – Organizing or Outlining. After collecting, sorting, and thinking about all your ideas, the next step is to organize them into a proper outline. Enjoy! A Paragraph Outline Template: Topic sentence – (the main idea of the paragraph; include the author and reading).

Paper For Above instruction

The writing process is a structured approach that guides authors from initial idea to finished piece, emphasizing the importance of prewriting as the foundational first step. Prewriting involves exploring and narrowing down a topic effectively before moving forward with organization, drafting, revising, and editing. A thorough prewriting stage helps writers develop clear, focused ideas and prevents confusion or aimless writing later in the process.

Prewriting begins with the selection of a compelling and relevant topic. It requires careful examination of source material and reflective thinking about the broad possibilities connected to the subject. Writers are encouraged to go beyond obvious ideas and find unique angles that respond to the prompt or assignment. They should identify the purpose of their writing, whether to narrate, describe, compare and contrast, define, analyze a process, explore cause and effect, or argue a position. Connecting the reading to real-world insights or the human condition enhances the depth and relevance of the writing.

Various prewriting techniques facilitate idea generation and refinement. Freewriting is an open-ended exercise in which writers write nonstop for a set period, allowing ideas to flow freely without regard to correctness. It helps warm up the mind and can reveal underlying themes or directions. Looping is a variation that involves circling promising ideas and exploring them by repetitive freewriting, narrowing the focus iteratively. Questioning, or the journalistic ‘W5’ method, prompts writers to answer who, what, when, where, why, and how, ensuring comprehensive coverage of the topic and generating detailed ideas.

Listing is a quick, straightforward method where writers jot down keywords or phrases in a vertical list, fostering rapid idea capture without editing. Clustering or mind mapping creates visual diagrams linking related concepts, fostering creativity and helping organize complex ideas. Cubing, a technique particularly suited for analytical tasks, involves viewing a topic from six different perspectives, such as describing, comparing, applying, associating, analyzing, and arguing. This multidimensional approach deepens understanding and reveals new insights into the subject.

Successful prewriting not only aids in idea development but also streamlines the subsequent steps of organizing and outlining. After generating ideas, writers should create a working outline, typically structured as a paragraph outline that clearly states the main topic and supporting reasons logically, including examples from the reading and real-life or research sources. This structured groundwork paves the way for effective drafting and ultimately a polished, coherent final piece.

References

• Elbow, P. (2000). Writing with Power. Oxford University Press.
• Elbow, P. (2011). Writing Without Teachers. Oxford University Press.
• Lunsford, A., & Ruszkiewicz, J. J. (2016). Everything’s An Argument. Bedford/St. Martin’s.
• McGee, M. C. (2015). Developing Analytical Skills for Writers. Routledge.
• Reid, J. (1994). The Writer’s Guide & Index to Literature. Harper Collins.
• Sommers, N. (1980). “Responding to Student Writing,” College Composition and Communication, 31(2), 148–156.
• Schraw, G., & Olafson, L. (2002). “Metacognitive awareness of learning strategies,” Contemporary Educational Psychology, 27(2), 194–211.
• Tracy, B. (2014). The Everything Guide to Writing Nonfiction. Adams Media.
• Williams, D. (2016). The Principles of Less. Self-published.
• Zinsser, W. (2006). On Writing Well. Harper Collins.