The Writing Process
1. Understand your assignment (know assessment criteria)
2. Prewriting (generate ideas > select and discard > outline)
3. Drafting (write your first draft)
4. Sharing (get feedback from your classmates)
5. Revising (check logic, organization, and sentence style)
6. Editing (proofread for grammar, spelling, punctuation,
and mechanical errors)
7. Publishing (write your final draft)
8. Assessing (see what you did well and what you need to
work on)
Week 2 – Basic paragraphs
 Topic sentence (topic + *controlling idea)
 Supporting sentences (support the topic sentence)
 Minor details (support the supporting sentences)
 Transition signals (connecting words or phrases)
 Concluding sentence (restates the topic sentence or
makes an interesting final observation, prediction or
suggestion – which is optional/not necessary)
*A controlling idea makes a point about the topic and
expresses the writer’s opinion, attitude, or feeling.
Topic sentences
Topic = Subject (what or whom the sentence is about)
Controlling idea = Predicate (tells something about the subject)
To determine the subject of a sentence, first isolate the verb
and then make a question by placing "who?" or "what?" before
it -- the answer is the subject.
“The audience littered the theater floor with torn wrappings and
spilled popcorn.”
The verb in the above sentence is "littered." Who or what
littered? The audience did. "The audience" is the subject of the
sentence. The predicate (which always includes the verb) goes
on to relate something about the subject.
Topic sentences – Common errors
1. Too broad (need to specify)
Sports are exciting.
Everybody wants to be loved.
2. Too specific (facts)
I bought a new computer yesterday.
Over one billion people live in India.
3. Announcements (no controlling idea)
I am going to write about the dangers of fast food.
The topic of this paragraph is global warming.
Supporting sentences and minor details
 Unity: Every part of your paragraph relates to the main idea
 Adequate support: Plenty of specific examples, reasons, and
facts
 Coherence: Ideas flow smoothly and logically
 Style: Sentences are varied and interesting
 Technical issues: All grammar, spelling, capitalization, and
punctuation errors are corrected
Concluding sentences
Ways
Restate the topic sentence in a new, refreshing way
Make an interesting final observation
End with a prediction, suggestion, or quotation
Problems
Don’t introduce a contradictory idea or change the
focus of the paragraph
Revising and editing
1. Revise for unity (all parts relate to the main idea)
2. Revise for adequate support (details support main idea)
3. Revise for coherence (ideas flow smoothly and logically;
use transition expressions)
4. Revise for style (sentences are varied and interesting)
5. Edit for technical errors (grammar, spelling, punctuation,
and mechanics; set aside your draft for a day or two; keep
a list of your common errors in a grammar log – be are of
and try not to repeat them in future writing)
Paragraph Patterns
 A paragraph pattern is a method used to express one of
three purposes: to inform, to persuade, or to entertain.
Once you know your purpose, you will be able to
choose which writing pattern or patterns can help you
express it.
 Patterns can overlap, and it is possible to use more
than one pattern in a single piece of writing. For
example, imagine you are writing a paragraph about
bullying, and your purpose is to inform the reader. You
might use definition as your predominant pattern, but
in the supporting details, you might use comparison
and contrast to compare a bully and a victim. You might
also use narration to highlight an incident in which a
bully harassed a victim.
Week 4 – Illustration
 Illustration: To illustrate or prove a point using specific
examples
Illustration
 Include specific examples to clarify your main point
(explain, analyze, narrate, or give an opinion about
something)
 Two ways: (1) series of examples, (2) extended example
 Process: (1) generate ideas, (2) write a topic sentence
(make a point that stresses both your topic and
controlling idea), (3) organize your supporting ideas –
emphatic order for a series of examples and time order
for an extended example, (4) make a paragraph plan,
(5) write a first draft, (6) revise and edit carefully, and
(7) follow the formatting guidelines when writing your
final draft.
Illustration Paragraph – Practice 1
Across the country, lawmakers . . . > Topic sentence (topic/controlling idea)
(lawmakers/are coming up with inventive ways to punish criminals)
Some judges in New Orleans . . . > Supporting sentence 1
In 2003 . . . > Minor detail (New Orleans)
In Florida . . . > Supporting sentence 2
The stickers . . . > Minor detail (Florida)
A Kentucky judge . . . > Supporting sentence 3
The best . . . Santa Fe, New Mexico . . . > Supporting sentence 4
*No concluding sentence
Illustration Paragraph – Practice 2
If there is a single trait . . . > Topic sentence (topic/controlling idea)
(a single trait that most distinguishes entrepreneurs/uncanny ability to
anticipate and supply what large numbers of people want)
For example . . . Akio Morita . . . Sony Walkman > Example for topic sentence
He would go to the beach . . . > Supporting sentence 1
Morita asked himself . . . > Minor detail (beach)
And he wondered . . . > Minor detail (beach)
Morita told his engineers . . . > Supporting sentence 2
They obliged . . . > Minor detail (engineers)
*No concluding sentence
Week 5 – Narration and Description
 Narration: To narrate or tell a story about a sequence of
events that happened
 Description: To describe using vivid details and images
that appeal to the reader’s senses
Narration
 Tell a story about what happened
 Two types: (1) first-person – describe a personal
experience from your point of view, (2) third-person –
describe what happened to somebody else
 Process: (1) generate ideas, (2) write a topic sentence
(make a point that stresses both your topic and
controlling idea – What did I learn?, How did I change?,
How did it make me feel?, What is important about it?),
(3) use “wh-” and “how” questions to come up with
specific details, and then arrange your support in time
order, (4) make a paragraph plan, (5) write a first draft,
(6) revise and edit carefully, and (7) follow the
formatting guidelines when writing your final draft.
Narration Paragraph – Practice 1
There were eight . . . > Introduces the narrative
We had anticipated . . . > Topic sentence (topic/controlling idea)
(the throngs of staring palefaces/disturbed and troubled us)
Fair women . . . > Supporting sentence 1
Large men . . . > Supporting sentence 2
Directly in front of me, children . . . > Supporting sentence 3
Sometimes they took . . . > Minor detail (children)
Their mothers . . . > Minor detail (children)
This embarrassed me . . . > Minor detail (children)
*No concluding sentence for a sequence of events
Narration Paragraph – Practice 2 (1)
During the 1960s . . . > Topic sentence (topic/controlling idea)
(the 1960s/were profound social upheavals)
The period began . . . John F. Kennedy . . . > Supporting sentence 1
Idealistic civil rights workers . . . > Supporting sentence 2
The Reverend Dr. Martin Luther King . . . > Supporting sentence 3
Narration Paragraph – Practice 2 (2)
Soon, however . . . > Transition sentence (*still in chronological order)
President Kennedy . . . > Supporting sentence 4
The passage of the Civil Rights Act . . . > Supporting sentence 5
Riots broke out . . . > Supporting sentence 6
In 1968, both Martin Luther King and Robert Kennedy . . . > Supporting sentence 7
But the most . . . Vietnam War . . . > Supporting sentence 8
*No concluding sentence for a sequence of events
Description
 Create vivid images in the reader’s mind by portraying people,
places, or moments in detail
 Three main points: (1) create a dominant impression ( the
overall atmosphere you wish to convey), (2) express your
attitude toward the subject (positive, negative, neutral),
(3) include concrete details (sight, sound, smell, touch, taste)
 Process: (1) generate ideas, (2) write a topic sentence (convey
a dominant impression – ask how or why the topic is
important), (3) come up with supporting points (space, time,
emphatic order; show, don’t tell; appeal to the five senses;
vivid language), (4) make a paragraph plan, (5) write a first
draft, (6) revise and edit carefully, and (7) follow the
formatting guidelines when writing your final draft.
Description Paragraph – Practice 1 (1)
*The first three sentences establish the context and set up the topic sentence
One winter, on our flight home . . . > Topic sentence (topic/controlling idea)
(our flight home from a trip to Mexico/sat in a window seat on the left side as
we flew over the Florida Keys)
It was nearing sunset . . . seat belt sign . . . > Supporting sentence 1
That got my attention! > Minor detail (seat belt sign)
I at once went back to . . . > Supporting sentence 2
A few moments later . . . > Supporting sentence 3
All too soon . . . Supporting sentence 4
Again the plane banked . . . Supporting sentence 5
Description Paragraph – Practice 1 (2)
Some ten minutes later . . . > Supporting sentence 6
Becoming aware of my surroundings . . . > Supporting sentence 7
Writer’s attitude: Positive (…looking up ten thousand feet at a brilliant, silvery
cloud top; …I gazed in awe; …made me gasp in wonder…glorious beauty;
…gazing out at the glorious views)
Dominant impression: Wonder (*see above)
Senses: Touch (…gripping my wife’s hand), sight (*see above), sound (…plane
leveled out; …plane banked; …several more turns > *inferred noises)
Week 7 – Process and Definition
 Process: To inform the reader about how to do
something, how something works, or how something
happened
 Definition: To define or explain what a term or concept
means by providing relevant examples
Process
 Explain how to do something – a series of steps in time
order
 Two types: (1) complete a process (directions on how to
complete a particular task), and (2) understand a
process (how something works or something happens).
 Process: (1) generate ideas, (2) write a topic sentence
(state what process you will be explaining and what
readers will be able to do or understand), (3) list the
main steps that are necessary to complete the process
in time order, (4) make a paragraph plan, (5) write a
first draft, (6) revise and edit carefully, and (7) follow
the formatting guidelines when writing your final draft.
Process Paragraph – Practice 1 (1)
*The first sentence sets up the topic sentence.
Understanding and responding to a painting . . . > Topic sentence (topic)
does not have to be difficult > Topic sentence (controlling idea)
First, get up close. > Supporting sentence 1
When you approach . . . > Minor detail 1
Drink in its visual . . . > Minor detail 2
Next, take a step back . . . > Supporting sentence 2
Look at the arrangement . . . > Minor detail 1
Is there a story? > Minor detail 2
Process Paragraph – Practice 1 (2)
Who are the human figures? > Minor detail 3
Are there symbols? > Minor detail 4
What feelings or ideas does it stimulate in you? > Minor detail 5
Then, think and apply what you know. > Supporting sentence 3
Study the picture in historical context. > Minor detail 1
This knowledge can help . . . > Minor detail 2
It can tell you . . . > Minor detail 3
Finally, respond with your own . . . > Supporting sentence 4
Look at what it shows you . . . > Minor detail 1
This personal reflection . . . > Minor detail 2
Process Paragraph – Practice 2
Alfred Mosher Butts, a quiet architect . . . New York . . . > Topic sentence (topic)
was employed when he . . . game. > Topic sentence (controlling idea)
Lexico was played . . . > Supporting sentence 1
By carefully analyzing . . . > Minor detail 1
Unable to interest game companies . . . > Minor detail 2
Then in 1938 . . . Criss-Cross . . . > Supporting sentence 2
Things finally changed . . . James Brunot . . . Scrabble > Supporting sentence 3
By 1953 . . . Minor detail 1
According to Mattel Incorporated . . . > Minor detail 2
Definition
 Explain the meaning of a word – what it means to you
(illustrate through examples)
 Two points: (1) choose a word you know something
about, and (2) give a clear definition.
 Process: (1) generate ideas, (2) write a topic sentence
(include the term and provide a definition – synonym,
category, or negation; express an attitude or point of
view), (3) provide support that clarifies your definition
in emphatic order, (4) make a paragraph plan, (5) write
a first draft, (6) revise and edit carefully, and (7) follow
the formatting guidelines when writing your final draft.
Definition Paragraph – Practice 1
Atmospherics is the use of color . . . > Defining the term
Marketers . . . > Topic sentence (topic)
manipulate . . . retail environment. > Topic sentence (controlling idea)
Kinney’s Colorado Stores . . . > Supporting sentence 1
The stores pipe . . . > Minor detail 1
Motion sensors . . . > Minor detail 2
The owners . . . Minor detail 3
Taco Bell . . . > Supporting sentence 2
To attract a wider range of customers . . . > Minor detail 1
Week 8 – Classification and
Compare/Contrast
 Classification: To classify or sort a topic to help readers
understand different qualities about that topic
 Comparison and Contrast: To present information
about similarities (compare) or differences (contrast)
Classification
 Sort a subject into more understandable categories (each
one must be part of a larger group and distinct)
 Two points: (1) use a common classification principle (one
characteristic that unites different categories ), and (2) sort
the subject into distinct categories.
 Process: (1) generate ideas, (2) write a topic sentence (make
a classification chart – categories should not overlap; clearly
indicate what you will classify and include the classification
principle that you will use; express an attitude, opinion, or
feeling about the topic), (3) expand your classification chart
(give details about each category), (4) make a paragraph
plan, (5) write a first draft, (6) revise and edit carefully, and
(7) follow the formatting guidelines when writing your final
draft.
Classification Paragraph – Practice 1
Hackers . . . > Topic sentence (topic)
come in three stripes . . . Axent Technologies. > Topic sentence (controlling idea)
There are the “newbies” . . . > Supporting sentence 1 (*category 1)
They try to break into targets . . . > Minor detail 1
“White hat hackers” . . . > Supporting sentence 2 (*category 2)
According to Williams, “They hack for a cause.” > Minor detail 1
White hat infiltrators . . . > Minor detail 2
Then there are the “black hat” hackers . . . > Supporting sentence 3 (*category 3)
They plunder bank deposits . . . > Minor detail 1
[audience > anyone interested in computer crime/purpose > to inform]
Classification Charts
1. Cross out > Dobermans/Classification principle: dogs that are trained
2. Cross out > fresh fruit/Classification principle: junk food
3. Cross out > best sellers/Classification principle: book formats
4. Cross out > spoiled/Classification principle: age
5. Cross out > new appliances/Classification principle: items to throw out
Comparison and Contrast
 Decide between options – similarities or differences
 Specific purpose: (1) make judgments about two things
or (2) describe or understand two familiar things.
 Patterns: (1) point by point or (2) topic by topic
 Process: (1) generate ideas, (2) write a topic sentence
(indicate what is being compared or contrasted and
express a controlling idea), (3) add supporting idea
(examples that help clarify the similarities or
differences), (4) make a paragraph plan, (5) write a first
draft, (6) revise and edit carefully, and (7) follow the
formatting guidelines when writing your final draft.
Comparison/Contrast Paragraph – Practice 1
. . . teen fashion . . . > Topic sentence (topic)
is meant to shock. > Topic sentence (controlling idea)
According to my son, the girls in his school . . . > Supporting sentence 1
Their T-shirts are tiny . . . > Supporting sentence 2
Covering up the back is optional. > Minor detail 1
Oddly, it is my son who finds . . . > Supporting sentence 3
It is not a flattering fashion . . . > Supporting sentence 4
In high school, I wore a micro miniskirt . . . Supporting sentence 5
I seldom wore a bra . . . > Supporting sentence 6
So, when my son brings home his first near-naked . . . > Concluding sentence
Comparison/Contrast Paragraph – Practice 2
Women’s sports . . . > Topic sentence (topic)
lag behind men’s in media attention . . . salaries. > Topic sentence (controlling idea)
Some recent comparisons tell the story. > Supporting sentence 1
The Women’s Sport Foundation . . . > Supporting sentence 2
It has only been since 1991 . . . > Minor detail 1
On the money front . . . > Supporting sentence 3
There is a huge difference in salaries . . . > Supporting sentence 4
In professional basketball . . . > Minor detail 1
Well, I think you get the picture . . . more legitimate. > Concluding sentences
Week 9 – Cause and Effect
and Argumentation
 Cause and Effect: To explain why an event happened
(the cause) or what the consequences of the event were
(the effects)
 Argumentation: To argue or take a position on an issue
and offer reasons for your position
Cause and Effect
 Explains why an event happened or what the
consequences of such an event were
 Two points: (1) Indicate whether you are focusing on
causes, effects, or both and (2) ensure that your causes
and effects are valid.
 Process: (1) generate ideas, (2) write a topic sentence
(that focuses on causes, effects, or both), (3) add
supporting ideas (examples that show the causes
and/or effects; arrange in emphatic order), (4) make a
paragraph plan, (5) write a first draft, (6) revise and edit
carefully, and (7) follow the formatting guidelines when
writing your final draft.
Cause and Effect – Practice 1
When I played football, (I) . . . > Topic sentence (topic)
learned to be an animal. > Topic sentence (controlling idea)
Being an animal meant . . . > Supporting sentence 1
If I saw an arm . . . > Minor detail 1
Whenever blood was spilled . . . > Minor detail 2
Broken bones . . . > Minor detail 3
The coaches taught me . . . > Supporting sentence 2
There were broken noses . . . > Minor detail 1
It was a long road . . . > Minor detail 2
Argumentation
 Take a position on an issue and try to defend it
 Four points: (1) Choose a subject that you know
something about (experience with or have read about),
(2) Consider your readers (reader’s background
knowledge, agree or disagree, specific concerns –
provide the most effective evidence for them), (3)
Know your purpose (specific purpose beyond
persuasion), and (4) Take a strong position and provide
supporting evidence (facts, statistics, examples, and
informed opinions).
 Hint: Be passionate! If you care about your topic and
express your enthusiasm about it, your audience will
more likely care, too.
Argumentation
 Process: (1) generate ideas, (2) write a topic sentence
(directly state your position on the issue; debatable
statement vs. fact or statement of opinion), (3)
supporting ideas (examples, anecdote, facts, statistics,
informed opinion, logical consequences, and answer
the opposition; avoid circular reasoning; use research;
consider both sides of the issue – offence and defense;
avoid common errors – do not make generalizations,
use emotional arguments sparingly), (4) make a
paragraph plan, (5) write a first draft, (6) revise and edit
carefully, and (7) follow the formatting guidelines when
writing your final draft.
Argumentation – Practice 1
Ordinary families . . . > Topic sentence (topic)
would benefit . . . uninsured. > Topic sentence (controlling idea)
It is true that . . . > Supporting sentence 1
Over any given . . . > Minor detail 1
When a family . . . > Minor detail 2
Our inadequate insurance system . . . > Supporting sentence 2
If American families . . . > Supporting sentence 3
And even the affluent . . . > Concluding sentence
Argumentation – Practice 2
Passengers . . . > Topic sentence (topic)
should refuse . . . drinking. > Topic sentence (controlling idea)
First and most important . . . > Supporting sentence 1
The National Council . . . > Minor detail 1
Not only the drivers . . . > Minor detail 2
Second, riders might . . . > Supporting sentence 2
Dr. Burton Belloc . . . > Minor detail 1
Other riders . . . > Minor detail 3
Argumentation – Practice 2
Finally, by refusing to ride . . . > Supporting sentence 3
Marie Furillo . . . > Minor detail 1
When three friends . . . > Minor detail 2
Hearing Marie’s refusal . . . > Minor detail 3
Until the laws are changed . . . > Concluding sentence part 1
But there is one thing . . . > Concluding sentence part 2
Argumentation – Practice 3
American women . . . > Topic sentence (topic)
should stop . . . self-esteem. > Topic sentence (controlling idea)
First of all, publications . . . > Supporting sentence 1
Topics like . . . > Minor detail 1
The message . . . > Minor detail 2
Second, although many people . . . > Supporting sentence 2
One expert . . . > Minor detail 1
Alice, one of the women . . . > Minor detail 2
Argumentation – Practice 3
Finally, if women . . . > Supporting sentence 3
Sisters, seek wisdom . . . > Minor detail 1
Argumentation – Practice 4
This state . . . > Topic sentence (topic)
should offer . . . parent. > Topic sentence (controlling idea)
First and most important . . . > Supporting sentence 1
Every year . . . > Minor detail 1
Some of these tragedies . . . > Minor detail 2
Next, good parenting . . . > Supporting sentence 2
Dr. Phillip Graham . . . > Minor detail 1
The courses would not only . . . > Minor detail 2
Argumentation – Practice 4
Third, critics might . . . > Supporting sentence 3
However, the state . . . > Minor detail 1
Finally, if we do nothing . . . > Supporting sentence 4
We train our . . . > Minor detail 1
We must also . . . > Minor detail 2
Week 10 – Five-paragraph essays
 Introduction
 Body paragraphs
 Conclusion
Introduction
 Hook (capture reader’s interest)
 Limiting sentences (connect hook to thesis statement)
 Thesis statement (topic + controlling idea)
 Common techniques: general to specific, anecdote,
quotation, question, facts and statistics
Body Paragraphs
 Topic sentence
 Transition signals (used in the topic sentences of
each body paragraph; helps guide the reader from
point to point in your essay)
 Supporting sentences (support the topic sentence)
 Minor details (support the supporting sentences)
Conclusion
 Reemphasize, restate, or summarize thesis
statement
 Final thoughts
 Common techniques (to end the paragraph): ask a
question, suggest a solution, make a
recommendation or prediction
Week 11 – Illustration Essays
 Include specific examples to clarify your main point
(explain, analyze, narrate, or give an opinion about
something)
 Two ways: (1) series of examples (2) extended
example
 Planning: examine a specific person, situation, object
or event and explain how it illustrates something
larger (e.g. a power failure in your building illustrates
our dependence on electric power).
 Consider your readers: select examples they can
relate to
Illustration Essays
 Hook: use a common technique to capture the
reader’s interest
 Thesis statement: link the specific example with the
general subject it illustrates (e.g. power failure in
your building with dependence on electric power)
 Body paragraphs: start with a topic sentence, to
include a transition signal, and provide an extended
example or a series of examples to support it
 Conclusion: restate, reemphasize or summarize your
thesis statement and end with some final thoughts
that make your reader think about your topic
Week 12 – Narration Essays
 Thesis statement: introduces the action that begins
in the first paragraph of the essay
 Body paragraphs: contains most of the plot, usually
in chronological order; each paragraph ends with a
transitional sentence (to signal the end of action in
one paragraph and to provide a link to action of the
next paragraph – which helps give unity to your story
and allows the reader to follow the action easily)
 Conclusion: finish describing the action in the essay;
deliver the moral of the story/tell what the characters
learned from the experience or make a prediction or
revelation about future actions that will happen as a
result of the events in the story
Week 13 – Definition Essays
 How: Give a personal definition of what something
means
 3 types of thesis statements: (1) Definition by synonym,
(2) Definition by category, (3) Definition by negation.
 Supporting ideas: Use a variety of writing patterns and
specific examples to support the topic sentence of each
body paragraph.
Week 13 – Classification Essays
 3 steps to effective classification: Sort things into useful
categories, make sure all the categories follow a single
organizing principle, and give examples that fit into
each category.
 Thesis statement: Topic + how it is classified
(e.g. Tourists in Hawaii can enjoy three water sports:
snorkeling, surfing, and sailing.)
 Writing an effective classification essay: Determine the
categories, classify by a single organizing principle, and
support each category with examples.
 Common transition signals: The first kind/type/group,
the second kind/type/group, the third kind/type/group