Regional Writing Centre, UL
Patricia Herron, Lawrence Cleary and Dr. Íde O’Sullivan

• How do we structure a business report/essays?
• Getting it from my head onto paper in a way that meets with my desires
• Sounding academic and being relevant
• vocabulary

• We help students to establish a framework on which to build a way of approaching any occasion for writing.
• We work on writers, not on writing.
• We look at processes, and ask questions about writing strategies.

A Framework for
Writing-strategy Development
• Writing Process
• Writer-based Writing
• Prewriting
• Assessing the Rhetorical Situation
• Inventing
• Planning
• Gathering information
• Drafting
• Getting your ideas down onto paper
• Organising your ideas in a way that allows you to realize your purpose

A Framework for
Writing-strategy Development
• Reader-based Writing
• Revision
• Global revision: structural/paragraph-external logic/inaccessible)
• Local revision: Editing and proofreading (paragraphinternal logic/sentence-level issues/accessible, but inappropriate or imprecise)

• Cognitive—what we think
• Metacognitive—what we do/plan
• Afffective—what we feel
• Social—how we involve others

• Occasion
• Topic
• Audience
• Purpose
• Writer

• ‘Understanding organisational behaviour has never been more
important for managers’ (Robbins,
2003:14).
• Explain why this is the case, outlining in your answer the challenges and opportunities faced by managers, and the value of understanding organisational behaviour to a practicing manager.

• Let’s look at your assignment
• Topic?
• Aspect?
• Scope?
• Point of view?
• Instruction?

• What do we do before we write?
• Assessing of the context into which we write
• Making a provisional plan and trying to visualize the paper
• Researching and note-taking as a strategy against accidental plagiarism

• What makes for a good essay at this academic level?
• A clear organizing principle
• Logical, coherent overall structure with a sound, easy-to-follow conceptual framework
• Well structured, cogent, coherent paragraphs
• A stimulating rhythm controlled by suitable, but variable sentence structures
• Appropriate lexical choices
• Intertextuality
• Responsibility

• Understanding and accurate reporting of the most current discourse on the topic
• Accurate reporting:
• Quoting—the author’s words
• Paraphrasing—a complete and accurate rendition of the author’s thoughts
• Summarising—a general, but accurate idea of what the author said/ the gist
• Referencing (parenthetically/in full)

• The academic project is not to be right, but to expose what is true—regardless of the consequences.
• Academic rigour requires that students look beyond what lies on the surface, considering inferences and evidence that is based on cultural assumptions that have no foundation in fact, but only in cultural consensus.

• Knowing without understanding
• Critical analysis/evaluation of the work of others
• Strengths and weaknesses and justifications for the evaluations
• Similarities and differences in arguments or methodologies, evidence or line of reasoning
• The degree to which something known can be generalized to other populations/situations
• Degree of sophistication/complexity

• Identifying the big players in a discourse on a particular subject
• Evaluating the strengths and weaknesses of all of the various positions on a particular issue
• Being able to identify trends in thinking or occurrences based on available evidence
• Constructing logical answer frameworks that lead your audience through your thought process as you follow the evidence
• Selecting the best evidence
• Selecting evidence that illustrates or demonstrates your point or main argument

• The best time to begin writing is now
• Cover page with a working title
• Reference page—As you read and take notes, write parenthetical references in your notes and full references on a reference page. You can always delete sources that you do not refer to in your text.
• Drafting—beginning to give shape to the vision

• The best time to begin writing is now
• Cover page with a working title
• Reference page—As you read and take notes, write parenthetical references in your notes and full references on a reference page. You can always delete sources that you do not refer to in your text.
• Drafting—beginning to give shape to the vision

• What problems am I having with this paper?/with essay-writing in general?
• Freewrite—tell us what it is about. Tell us about the paper.
• 5minutes, non-stop
• Express complete thoughts (not bullets and phrases, but sentences)
• Do not edit
• Private writing

• Sometimes we freewrite/draft just to collect our thoughts.
• Sometimes we freewrite/draft just to clarify our thoughts, to distinguish what we know from what we only thought we knew.
• Sometimes, freewriting/drafting is a strategy that we use to begin the paper—jumping in at the deep end.

• In the assignment that I began with, what is the relationship between the truth of the proposition and these present day
challenges and opportunities?
• What is the relationship between these present-day circumstances and the value of understanding organizational behaviour?
• Can you say what these relationships are?
Can you explain these relationships to yourself or others?

• Given that you know that the truth of the proposition is dependent on management’s ability to skilfully match some aspect of their understanding of organizational behaviour to a particular present-day condition and that the value of that understanding is dependent on its ability to inform decisions that help the organisation survive or grow, how does this knowledge help you to develop the paper, your explanation…your ideas?
• Can you diagram the development of ideas in your paper?

• When drafting, one might pause occasionally, to see if anything is developing—to see if the paper is taking any identifiable direction.
• It is at this time that we are looking for some sort of framework on which the paper (the argument) will hang…a point of order.
• Do not worry about tone or grammar, vocabulary or sentence structure, or punctuation.