UNIT 1 THE WRITING PROCESS
I. Introductory Paragraph
A. Start big and broad (general), but catch the reader’s attention.
B. Narrow your focus logically: set the tone, or show your attitude toward the topic.
This usually takes 3-4 sentences.
C. This is your thesis statement. This statement must be able to stand alone. It needs to
state the big topic/main idea of the essay, as well as, the three focal points or
subtopics that you will develop in your body paragraphs.
II. Body Paragraph #1
A. Strong topic sentence: This sentence functions like your thesis, but only focuses on
the one subtopic/focal point that you will explore in this paragraph. This should be the first
point listed in your thesis statement.
B. Supporting Evidence – 3-4 sentences
Details/explanation/commentary
C. Transitional Sentence linking this paragraph to the next one
III. Body Paragraph #2
A. Strong topic sentence: This sentence functions like your thesis, but only focuses on
the one subtopic/focal point that you will explore in this paragraph. This should be the
second point listed in your thesis statement.
B. Supporting Evidence – 3-4 sentences
Details/explanation/commentary
C. Transitional Sentence linking this paragraph to the next one
IV .Body Paragraph #3
A. Strong topic sentence: This sentence functions like your thesis, but only focuses on
the one subtopic/focal point that you will explore in this paragraph. This should be the
third focal point listed in your thesis statement.
B. Supporting Evidence– 3-4 sentences
Details/explanation/commentary
C. Concluding Sentence
V. Concluding Paragraph:
A. Restatement of ONLY the Big subject from your thesis, in different words. DO NOT
list focal points!
B. Broadening Sentences: Summarize the focal points. Some of the points from the body
paragraphs should go into this group of sentences. This should be a combination of the
information given in the introductory paragraph and body paragraphs. This should also
include any insight or significant ideas you have in relation to your thesis and subtopics.
This usually takes 3-4 sentences.
C. Clinching or Projecting Sentence: This sentence has something to say about society’s
outlook OR attitude OR agreement/disagreement, etc. about the information you wrote
about in the broadening sentences/essay. It makes your essay relevant to current and/or
future society. The following words may help you write your projecting sentence: if, will,
always, maybe, perhaps, and hopefully.
The WRITING PROCESS
Mrs. Schimmeck
Intermediate Composition
Unit One: The Writing Process notes
The Writing Process
1. Pre-Writing
2. Drafting
3. Revising
4. Editing
5. Evaluating
6. Publishing
1. Pre-Writing – brainstorm ideas!
 Jot List
 Clustering/Mapping
 Graphic Organizers
 Free Writing
 Drawing a Picture
2. Drafting – Get it down on paper!
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Pick your best idea(s) and start writing.
Do not unduly worry about correctness.
This is a draft – that means unfinished.
The time to edit is not now – that comes later. Just get your ideas down.
3. Revising – read, reread, and reread again!
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Read your finished draft – focus on content and organization.
Is this the BEST way to say what you want to say? Does it accomplish your purpose?
Will your audience have any questions?
Use these Techniques for Revising:
o Addition – can you add anything to make your essay better?
o Deletion – does anything need to come out?
o Transposition – does anything need to be re-arranged?
o Refocusing – do you need to change a word or phrase to something more
concise?
o Polishing/Refining – re-read and make any last-minute changes you may have
overlooked?
4. Editing (Proofreading)
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Pay attention to Conventions! (Capitalization,
Punctuation, Spelling, Grammar/Usage)
Use the dictionary for words you’re unsure how to spell.
DO NOT RELY SOLELY ON SPELLCHECK! This should
only be used as a tool to help you catch mistakes.
5. Evaluating
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Two types:
Self-evaluation and peer evaluation
o Self-evaluation – looking at your own writing and checking for improvement
Read your paper several times, and concentrate on: 1. Content (what you say), 2.
Organization (how you have arranged your ideas), and 3. Style (How you’ve used words
and sentences).
o Peer-evaluation – Getting an editor or editors to look at your writing and check
for improvement. (A peer-evaluation group reads and comments on each
other’s papers; the group may have between two and five members.)
Guidelines for the Writer: 1. Tell the evaluator what bothers you about your paper;
point out anything that has caused you difficulty, and 2. Don’t be defensive; the
evaluator is there to help.
Guidelines for the Peer Evaluator: 1. Tell the writer what is right and what is wrong,
2. Make suggestions for improvement, 3. Concentrate on content and organization;
keep an eye out for spelling and punctuation errors, too, and 4. Be sensitive to the
writer’s feelings -- offer solutions, not criticism.
6. Publishing
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Write a final, neat copy or type a final neat copy in correct MLA format.
Illustrate and display the writing.
Share your writing with an audience
FOUR TYPES IF SENTENCE STRUCTURE
1. What is the shortest sentence in the world?
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Go!
2. What is the longest sentence in the world?
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Traditionally, the longest sentence in English Literature has been said to be a
sentence in Ullyses by James Joyce, which clocks in at 4,391 words. Past editions
of The Guinness Book of World Records have listed this record.
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However, Joyce's record has recently been surpassed. Jonathan Coe's The Rotters
Club, published in 2001, contains a sentence with 13,955 words. He currently holds
the record in "English Literature."
3. A sentence may be one of four kinds, depending upon the number and type(s) of
clauses it contains.
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4
4. An independent clause contains a subject, a verb, and a complete thought.
5. A dependent clause contains a subject and a verb, but no complete thought.
6. A SIMPLE SENTENCE has one independent clause.
7. A COMPOUND SENTENCE has two independent clauses joined by
A. a coordinating conjunction (for, and, nor, but, or, yet, so),
B. a conjunctive adverb (e.g. however, therefore), or
C. a semicolon alone
8. A COMPLEX SENTENCE has one dependent clause (headed by a subordinating
conjunction or a relative pronoun) joined to an independent clause.
9. A COMPOUND-COMPLEX SENTENCE has two independent clauses joined to one
or more dependent clauses.
6 + 1 Traits of Writing
1. Ideas
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The heart of the message, the content of the piece of writing, the main theme,
together with the details that enrich and develop that theme
Pieces with good Ideas:
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Are appropriate for the audience and purpose of the piece
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Have been well thought out (brainstormed) to discover the best possible
information to use in the writing (This is where pre-writing comes in)
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Have a narrow topic that stays focused and clear
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Give interesting, relevant, accurate, original details that provide the reader with
valuable information, not “fluff”
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Answer any questions the reader has (do not leave reader with questions about
your topic)
2. Organization
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The internal structure of the piece ,the thread of central meaning, the logical
pattern of ideas in the piece
Pieces with good Organization:
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Have an excellent introduction that draws the reader in
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Have a thesis statement that clearly and articulately tells the main idea of the
whole piece
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Have body sentences/paragraphs that support the main idea well
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Have logical, clear sequencing – how you order/organize details in your essay.
Organizational options:
By time – order details chronologically (in the order that they happen); good for
original stories (narratives) or explaining events (news stories)
By content – group details together into categories; good for explaining types of
something (term paper on types of sharks)
By space – start with a big impression, then move gradually to smaller details; good for
describing areas (descriptive paragraph on your room)
By perspective – organize according to one or both sides of an issue (good for
persuasive essay about the harmful effects of smoking)
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Have controlled pacing – how fast/slow you move through parts of your essay; how
much time you spend on important items/less important items (you should
elaborate on important details and give brief explanations of those less significant)
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Have effective transitions that link one idea (or paragraph) to another
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Have a satisfying conclusion that leaves the reader with a sense of resolution and
closure
3. Voice
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The heart and soul, the magic, the wit, along with the feelings and conviction of
the individual writer coming out through the words
Writing with good Voice should:
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Be aware of the audience and purpose
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Be honest and sincere with the reader (the reader can tell if you are being
insincere)
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Be natural and compelling
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Have an appropriate tone
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Show the writer’s enthusiasm
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and individuality
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Take risks and experiment with style
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appropriate to audience and purpose
4. Word Choice
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The use of rich, colorful, precise language that moves and enlightens the reader
Pieces with good Word Choice:
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Use words that are accurate (Say what you mean! Find the exact right word!)
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Use striking language that catches the reader’s eye (Dazzle the reader)
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Have language that is natural, effective, and appropriate (Don’t use big words just
because they are big. Find the appropriate word, big or small, and use it.)
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Use lively verbs (not many linking verbs!) and specific nouns and modifiers
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Do not use slang – no “cool,” “hot,” “a lot,” “have a blast,” etc.
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Do not use clichés (commonly over-used phrases) – no “I ate like there was no
tomorrow,” “she was screaming her head off,” “last but not least,” etc.
5. Sentence Fluency
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The rhythm and flow of the language; how the writing sounds
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Auditory trait: how sentences “play to the ear”
Pieces with good Sentence Fluency:
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clearly convey meaning with good sentence structure
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have an easy-to-read flow, rhythm, cadence
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have varied sentence structure – use a variety of structures (simple, compound,
and complex sentences)
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have varied sentence lengths - short and long sentences flow with one another
throughout the piece
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Have varied sentence beginnings – sentences that start the same way every time is
boring. Change it up!
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sound nice, flows well when read aloud
The best way to check for good Sentence Fluency: READ YOUR WRITING
ALOUD!
6. Convention
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The mechanical correctness of a piece of writing
Pieces with good Conventions include:
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Correct spelling
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Correct grammar and usage
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Correct capitalization
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Correct punctuation
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Correct paragraphing – how paragraphs are separated (where they begin/end), how
long/short they are
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Important note: Make sure you do not rely solely on spell check! Always read your
final draft after you edit!!!
7. Presentation
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Focuses on the form and layout of your writing
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This includes MLA format, neatness, and any graphics
Papers with good presentation:
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Have good readability and are pleasing to the eye
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Should have formatting appropriate for your audience and purpose (for our
purposes – MLA format at all times). This includes headings, font, page numbers,
works cited, etc.
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Should present graphics and visuals clearly (tables, charts, graphic organizers).
Visuals should support and clarify the important information or key points in your
writing
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Should have no smudges, wrinkles, coffee stains, or any other marks that might
occur on the way from your house to the classroom. Keep your paper safely
tucked away until you turn it in.
ACTIVE AND PASSIVE
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When the subject is not actually doing anything, (the subject is not doing it’s being)
it makes the sentence passive.
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Passive sentences are usually identified by their linking verbs
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The most common linking verbs are the forms of to be
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8 forms of the verb to be:
o am
o is
o are
o was
o were
o be
o being
o been
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Identify whether the sentence is passive or active on the exam
FORMAL / INFORMAL WORDS AND PHRASES
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Know whether a word is formal or informal
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EX: informal: good, don’t
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EX: formal: exquisite, please refrain from
MLA FORMAT
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Times New Roman font
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12 point font
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Double spaced
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1 inch margins
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Put header on top left hand corner of the page: “Todaro 1”
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Header:
Hayley Todaro
Mrs. Schimmeck
Intermediate Composition: Block E
16 March 2011