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The Writing Process
How to diagnose needs and provide help at different
stages
Writing often occurs in four recursive stages.
Writing(Drafting)
Rewriting(Revision or
Editing)
Copyediting &Proofreading
Prewriting(Invention & Arrangement)
RECURSIVE?
“Recursive” means to return or to repeat. Recursive stages are not linear—they do not occur one-by-one in regular succession but may repeat or skip.
Writers differ in how they write. The writing process changes both for
individuals and for documents. Writers may benefit from changing their
usual habits. Blocked writers may spend too much
time trying to perfect one stage or may proceed too linearly.
Often blocked writers are uncomfortable with the messiness of prewriting or drafting.
Different styles are no problem. Some writers are
predominately top-down; that is, they prefer to plan before they write, and they often begin with larger concepts or generalizations then work in details. They prefer outlines (hierarchies) to lists.
Others are predominately bottom-up, meaning they begin with a draft, often in the middle, and organize, cut, and shape after they have poured out all their ideas on paper. When they do plan, they prefer lists.
Don’t try to change a style, but work with it. Preferences and habits are usually deep-
seated. Don’t waste time trying to change them.
Top-down writers may need to spend more time drafting and go back to prewriting after planning.
Bottom-up writers may need to write an outline after the first draft, and should realize that they can go back to prewriting even after they have done a full draft.
Prewriting or Invention Some of these
activities include research, note taking, outlining, and brainstorming.
Prewriting is all the activity the writer engages in before producing the draft.
Listing
Talking
Outlining
Researching
Freewriting
Brainstorming
Prewriting
Some types of prewriting
Research In books, periodicals, web sites,
government documents, or other printed media;
Via interviews, surveys, experimentation, observation, or other means of gathering data;
Prewriting also includes: Discussing your project with someone; Listing ideas; Brainstorming alone or in a group; Freewriting; Making a visual map or diagram of your
idea; Reading or viewing documentaries; Or, any activity that helps you think about
your project more deeply and fully.
A student needs to do more prewriting when he/she. . . Has “writer’s
block”; Is stuck on finding a
topic or thesis; Has a draft with
short, underdeveloped paragraphs;
Has a draft with unsupported claims;
Has not yet met an assigned length;
Has a draft that is boring, lifeless, pointless, or unoriginal.
As a consultant, you can stimulate prewriting. Talk and make notes Look together for resources Ask the client to do a freewriting exercise Use the handouts on the web at http://
writingcenter.tamu.edu/handouts/getting_started/
Help the writer brainstorm; keep notes Encourage the student to talk to his/her
professor
Once the writer has generated content, he/she must decide how to arrange it.
Write a thesis statement at this point. A thesis is an argument. See
http://writingcenter.tamu.edu/resources/handouts/developing_a_thesis for more on a good thesis.
Use a list or simple outline to try out some organization schemes. Remember that the plan is not a blueprint but a guide. The organization should support the thesis.
Drafting and Revising A draft doesn’t have to
start with an introduction, but it helps to have a thesis statement.
Novice writers tend to write too few drafts.
Most drafting occurs after prewriting, but sometimes a portion of drafting occurs during prewriting.
It’s hard to say where drafting ends and revision begins—but it doesn’t matter as far as the writing goes.
Draft 4OrganizationCoherence
Draft 3Argument
MorePrewriting
Draft 2AudiencePurposeThesis
From prewritingDraft 1
Drafting
Each draft demands its own revisions On the first draft, the writer is often
most concerned with following a plan or getting ideas on paper.
In an early draft, writers should attend to rhetorical concerns, in other words, to their thesis, audience, and purpose.
As drafts progress, writers will want to check for content (development, argument), organization, and coherence (transitions flow).
How many drafts are needed?
Many novice writers skip or skimp on the prewriting and drafting (revision) stages. One or two drafts are OK for very short and simple documents but seldom suffice for the typical college paper.
Think of revision as looking from a new perspective
Every time you review a document with a client, you encourage a new view. Clients are here to get another perspective on their writing. It helps when you react to their content, their arguments, their proof. If you only respond to errors or stay at the sentence level, it will be more difficult to re-see the larger picture.
Local and Global Revision Local Revision
Changes in sentence structure, grammar, mechanics, format, diction.
Changes at the sentence level.
Global Revision Changes in
paragraph structure or order, changes in content.
Changes at the whole document level.
Both local and global revision are important, but writers are more productive when they attend to global revision first.
Copyediting and Proofreading
Copyediting and proofreading are really the same as local revision, and are usually done at the end of the writing process.
Check documentation
Checkgrammar
Checkformat
Check punctuation
Check spelling
Proofreading
To help with copyediting and proofreading, explain: Proofreading is most efficiently done in stages:
look for one type of error at a time. Spell checkers and grammar checkers are not
foolproof! Read from hard copy. Try to leave time between writing and
proofreading. Go slowly to prevent reading what isn’t there. Read aloud—it slows you down. Know your typical errors so you can check for
them.
Consultants can help with proofreading. . .
Help students to identify and understand their typical errors.
Give them practice in identifying and correcting their errors.
Don’t try to catch every little thing. Work from the most serious to the
least serious errors.
Serious errors interfere most with reading. Usually considered more
serious: Spelling errors Fragments not intended
for stylistic effect Run-ons Comma Splices Wordiness Poorly supported
arguments Fallacious arguments Incorrect fact Plagiarism or incorrect
documentation Use of wrong word
Often tolerated but minimally annoying:
Most comma errors Dangling modifiers Pronoun/antecedent
errors (especially “students…they”)
Word choice, if the word is a bit inappropriate but not outright wrong
Variable usage like using hopefully as an adjectival modifier, who for whom, or ending a sentence with a preposition
Format errors
For further information, please consult the following sources:
Scott, Julia D., Edna M. Troiano. The Contemporary Writer. Upper Saddle River: Prentice Hall, 2001.
Clouse, Barbara Fine. A Troubleshooting Guide for Writers: Strategies and Process. New York: McGraw-Hill, 2005.