Patterns of Development II:
Process and Definition
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Process essay / Process analysis
Kirszner, Laurie G. and Stephen R. Mandell, Ed. Patterns for College Writing:
A Rhetorical Reader and Guide. 8th ed. Boston and New York: Bedford/St.
Martin’s. 217-264.
o Process or “Process Analysis”: As the name suggests, a “process essay
explains how to do something or how something occurs” (Kirszner 217). To
accomplish this purpose, the essay “presents a sequence of steps and shows
how those steps lead to a particular result” (217).
o Let’s focus on this text’s discussion for a moment. There are four specific
points I want to highlight. Process essays:
 Inform the reader about how to do something.
 Inform the reader about how something occurs.
 Note that these two are NOT the same thing. Why not?
 Inform the reader by highlighting/discussing a sequence of steps…
 …leading to a particular result. (The operative words here are
“particular result”. There has to be a purpose for your essay.)
o Remember – you’re trying to prove a very specific point by
explaining/illustrating a very specific process.
o In other words – (at least for this class) – you can’t just write an essay on how
to shine your shoes …unless that process underscores or highlights something.
Let me explain. I could build an argument that the actual process of spitshining shoes mirrors the process of creating a future leader of character. You
have to have the best raw ingredients – quality shoe polish, good cotton tshirt, bottled water. Then you have to take the time to prepare your shoes,
apply the polish, slowly work the polish into the leather and bring the shoe to
a polished shine. Now…the same can be said for developing a future leader
(either in the military or in the business world.) You have to start with a
quality candidate – a person of strong moral character, a good work ethic, and
potential for success. Just as it probably isn’t worth your time (or effort) to
take an old, muddy, disgusting, falling apart shoe and try and spit shine it,
most organizations won’t take the time to “polish” an under-qualified or
unqualified candidate. Next, it takes time to mold that person into a leader –
with tender loving care and, often, a lot of (metaphorical) spit and sweat.
Now, this example needs more thorough development – but you should get
the picture.
o Like the narrative essay, a process essay typically follows a specific and fixed
chronological order. (You cannot deviate chronologically in most processes.
If you’re attempting to address/assess/illustrate a process that CAN be
completed without strict chronological order, then you need to specifically
address the fact in your essay.)
o There are two types of process essays:
 Set of Instructions.
 Process of explanation.
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o A process essay:
 Generally has three sections:
 Introduction:
o Identifies the process.
o Identifies “why and under what circumstances” the
process is completed (220).
o Includes general information about necessary materials,
ingredients, etc. required for the process.
o Indicates preliminary preparations to complete prior to
beginning the process.
o Might provide a brief overview of the whole process (or
its result(s).)
o Includes the essay’s thesis.
 Body Paragraphs:
o Each body paragraph should address one (and only one)
specific stage of the process. (Note, this means you can
combine steps into stages if need be.)
o Present the steps/stages in strict chronological order.
o Provide necessary definitions of terms your audience
might not understand.
o You should also fully expound upon (or explain) those
steps/stages that are the most crucial.
o Provide any necessary additional discussion about the
process or its result(s).
o You must ensure that your essay flows logically. Each
step must logically flow into and be related to
subsequent steps.
 Conclusion:
o May not be a formal conclusion.
o Should, at a minimum, briefly review the critical steps
in the process.
o Effective process conclusions reinforce why the process
(or its result(s)) is/are important.
Clouse, Barbara Fine, Ed. Patterns for a Purpose: A Rhetorical Reader. 2nd ed.
Boston: McGraw-Hill College. 262-323.
o Remember, process analysis essays must have a purpose:
 To entertain.
 To express feelings.
 To relate experience.
 To persuade.
 To inform.
o Clouse identifies two types of process analyses:
 Directional Process Analysis: Identifies the steps in a process the
reader may want to perform. (Related to the Set of Instructions noted
above.)
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Explanatory Process Analysis: Tells how something works or how
something is constructed or completed – though the reader will likely
not complete the process. (ie.- textbook discussions of nuclear fusion,
the complex dynamics of quantum mechanics, etc.) In other words –
these descriptions are largely explanatory and informative.
o General tips:
 You may need to fully address how a step in the process is performed.
 You may want to explain why the step is necessary or why it must be
performed exactly as you’ve outlined it.
 You may want to clarify additional information.
 For particularly difficult steps, you might want to identify exactly what
to do and why – and why seemingly logical alternatives are NOT
acceptable.
 You may want to emphasize or more fully explain troublesome or
complex steps in the process.
 You will likely need to define terms with specific applications to the
process itself.
 Your diction will likely be very descriptive in a process essay.
o Suggestions for writing a process analysis:
 Write about a process you know very well. You don’t want to have to
struggle to understand the process before you write about it. You
should already be a subject matter expert, if possible. (If not…do very
thorough research prior to writing your essay.)
 Ensure the process about which you are writing is important to your
audience. You may need to specifically address the process’
significance in the introduction of your essay.
 Decide which type of process analysis you’re writing BEFORE you
begin brainstorming. They’re different.
 In your brainstorming and/or outlining, ensure you write down a list of
each step of the process in chronological order.
 Before sitting down to write your essay – write a brief statement about
its significance.
 Using your list of the process steps as a guide, write your essay in one
sitting. Don’t worry about grammar, etc.  you can come back and
address these errors in your revision and editing.
Definitional Essays:
o Kirszner, Laurie G. and Stephen R. Mandell, Ed. Patterns for College
Writing: A Rhetorical Reader and Guide. 11th ed. Boston and New York:
Bedford/St. Martin’s, 2010. 505-546.
o Before trying to define what a definitional essay is – let’s first look at a few
terms:
 Definition – “tells what a term means and how it is different from
other terms in its class” (505).
 Formal Definition – Basic, brief, objective, and succinct explanations
– like those definitions found in dictionaries.
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Extended Definition – Longer, more involved and complex
definitions which often explain what something (or someone) is.
Extended definitions strive to understand the essence of a particular
word, subject, person, thing, etc. – its “essential nature” (505).
 Connotation – “an association called up by a word, beyond its
dictionary definition” (Little, Brown Handbook 887). See also 514515.
 Denotation – “The main or dictionary definition of a word” (LBH
888).
Formal Definitions:
 Have a standard three part structure:
 The term to be defined.
 The general class it is a part of.
 The qualities that differentiate it from other terms in the same
class.
Extended definitions:
 Include the standard three part structure of the formal definition.
 Then set about examining the term within a specific or particular
context.
When might you use a definition?
 To clarify a term’s meaning.
 To develop a more comprehensive understanding of a word.
 To more precisely define/illustrate abstract terms or ideas (freedom,
love, life, son, hate, etc.)
 To identify a precise meaning when a term has multiple meanings, has
an unusual meaning, or is unfamiliar to a reader. (ie. – define what a
“cow” is for a person unfamiliar with USMA terminology).
Using the patterns of development/rhetorical strategies: You might very
well find yourself defining a term by employing one (or more) of the patterns
of development. For example:
 Exemplification: You might provide specific examples of the term in
context.
 Description: You might describe a specific term – its nature, what it
looks like, smells like, acts like, etc.
 Comparison and Contrast: You might define a term in contrast to its
antonym or by showing its differences from closely associated or
related terms.
 Process: If you are trying to define photosynthesis, for example, you
will likely have to identify the precise process a plant uses during
photosynthesis – the steps and stages during the transitions, etc.
Some other strategies for defining a term. Try:
 Using synonyms.
 Using antonyms (or negation – defining what a term is not.)
 Using enumeration (cataloguing all of a term’s characteristics.)
 Using analogies.
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Using etymology (discussing a term’s origin and development
throughout history – traces its derivation, original meaning, and usages
over the years.
o Suggested structure of a definitional essay:
 Introduction:
 Introduces the term to be defined.
 Introduces your thesis – revealing your attitude about the term,
the purpose of your essay, and the point you intend to make.
 Should consider your audience and scope.
 Might want to begin with a formal definition from which to
begin your analysis of the term/idea/concept.
 Body Paragraphs:
 Incorporate other patterns of development / rhetorical strategies
to examine the term/idea/concept in full.
 Each paragraph should have one and only one focus/purpose in
support of your thesis.
 Use examples to illustrate the term’s definition by placing it
into context.
 Remember – your aim is to define a term by assessing its
complexity, detail, and breadth of meaning.
 Conclusion: Conclude with force while restating your thesis,
suggesting an avenue of further discussion, employing a useful
anecdote, or concluding a narrative introduced in your essay’s
introduction.