The Writing ProcessThe Writing Process

Mrs. CarlyleMrs. Carlyle

Landmark Christian SchoolLandmark Christian School

99thth Grade Literature & Composition Grade Literature & Composition

Stages of the Writing ProcessStages of the Writing Process

There are several stages to the There are several stages to the Writing Process. Writing Process. Each stage is Each stage is essential.essential. PrewritingPrewriting Writing (Drafting)Writing (Drafting) RevisingRevising EditingEditing

I. PrewritingI. Prewriting

Choose/narrow your topicChoose/narrow your topic Determine yourDetermine your

AudienceAudience PurposePurpose ToneTone Point-of-viewPoint-of-view TenseTense

Explore your topicExplore your topic Make a planMake a plan

Choose/Narrow Your TopicChoose/Narrow Your Topic

Your topic should pass the 3-Your topic should pass the 3-question test:question test:

1.1. Does it interest me?Does it interest me?

2.2. Do I have something to say Do I have something to say about it?about it?

3.3. Is it specific?Is it specific?

Determine Your AudienceDetermine Your Audience

Your Your AudienceAudience is composed of is composed of those who will read your writing.those who will read your writing.

Ask yourself:Ask yourself: Who are my readers?Who are my readers? What do my readers know about What do my readers know about

my topic?my topic? What do my readers need to know What do my readers need to know

about my topic?about my topic? How do I want my readers feel How do I want my readers feel

about my topic?about my topic?

Audience continued. . .Audience continued. . . What do my readers expect?What do my readers expect?

Standard Written EnglishStandard Written English Correct grammar and spellingCorrect grammar and spelling Accurate informationAccurate information Logical presentation of ideasLogical presentation of ideas Followed directions of the Followed directions of the

assignment!!!assignment!!! What are my length requirements?What are my length requirements? What is my time limit?What is my time limit? What does the assignment consist of?What does the assignment consist of? Is research required?Is research required? What format should be used?What format should be used?

Determine Tone Determine Tone

ToneTone is the mood or attitude you is the mood or attitude you convey as you write.convey as you write.

Serious or frivolous/humorous?Serious or frivolous/humorous?

Intimate or detached?Intimate or detached?

Determine Point-of-ViewDetermine Point-of-View

Point-of-viewPoint-of-view is the perspective is the perspective from which you write an essay.from which you write an essay.

There are 3 points-of-view:There are 3 points-of-view: First person—”I, we” First person—”I, we” Second person—”you”Second person—”you” Third person—”he, she, they”Third person—”he, she, they”

One of the most common errors One of the most common errors in writing occurs when the writer in writing occurs when the writer shifts point-of-view shifts point-of-view unnecessarily!unnecessarily!

Thesis StatementThesis Statement

The The thesis statementthesis statement expresses expresses the MAIN IDEA of your essay, the MAIN IDEA of your essay, the central point that your essay the central point that your essay develops/supports.develops/supports.

Is located at the END of your Is located at the END of your introductory paragraph. introductory paragraph.

Thesis continued. . .Thesis continued. . .

Your thesis SHOULD:Your thesis SHOULD: Accurately predict your essay’s Accurately predict your essay’s

direction, emphasis, and scopedirection, emphasis, and scope Make no promises that the essay Make no promises that the essay

will not fulfillwill not fulfill Be direct and straightforwardBe direct and straightforward NOT be an announcement, NOT be an announcement,

statement of opinion, or statement statement of opinion, or statement of fact.of fact.

Creating Your Title Creating Your Title

Your essay’s title Your essay’s title shouldshould:: Be originalBe original Be a reasonable lengthBe a reasonable length Reflect your topicReflect your topic Be lively and attention-gettingBe lively and attention-getting

Your title Your title should NOTshould NOT:: Be generic/repeat the assignmentBe generic/repeat the assignment Be in ALL CAPSBe in ALL CAPS Be in Be in boldfaceboldface, “quotation marks,” , “quotation marks,”

underlinedunderlined, or , or italicizeditalicized Be followed by a periodBe followed by a period

Titles, continuedTitles, continued

Capitalization Rules for Titles:Capitalization Rules for Titles: Always capitalize the first letter of Always capitalize the first letter of

the first word and the last word.the first word and the last word. Capitalize the first letter of each Capitalize the first letter of each

“important” word in between the “important” word in between the first and last words.first and last words. Do not capitalize articles (a, an, the)Do not capitalize articles (a, an, the) Do not capitalize coordinating Do not capitalize coordinating

conjunctions (and, but, or, etc.)conjunctions (and, but, or, etc.) Do not capitalize prepositions (on, at, Do not capitalize prepositions (on, at,

in, off, etc.)in, off, etc.)

Effective vs. Ineffective TitlesEffective vs. Ineffective Titles

Topic: Cheating in CollegeTopic: Cheating in College Effective Titles:Effective Titles:

Cheaters Never Win!Cheaters Never Win! Cheating in Higher EducationCheating in Higher Education Why Do Students Cheat?Why Do Students Cheat?

Ineffective Titles:Ineffective Titles: Don’t Do It!Don’t Do It! CheatingCheating Students Cheat for Many Different Students Cheat for Many Different

Reasons.Reasons.

More ineffective title examples:More ineffective title examples:

Topic: My personal life maximTopic: My personal life maxim Ineffective titles:Ineffective titles:o My maximMy maximo ““I can do all things through christ who gives I can do all things through christ who gives

me strength”me strength”o StrengthStrengtho My Maxim: I Can do All Things Through My Maxim: I Can do All Things Through

Christ Christ Effective title: Effective title:

Writing a DraftWriting a Draft

Basics of a good draft:Basics of a good draft: Has a fully developed introduction Has a fully developed introduction

and conclusionand conclusion Has fully developed body Has fully developed body

paragraphs, each containing a paragraphs, each containing a topic sentence, at least two topic sentence, at least two examples, and detailed support examples, and detailed support (minimum of 2 “chunks” per (minimum of 2 “chunks” per paragraph)paragraph)

Follows standard structure and Follows standard structure and uses complete sentencesuses complete sentences

Write Your IntroductionWrite Your Introduction Your introductory paragraph Your introductory paragraph

should do the following:should do the following: Be a minimum of 4-6 sentencesBe a minimum of 4-6 sentences Tell the audience what to expect Tell the audience what to expect

from your discussion (thesis)from your discussion (thesis) Move from general (broad Move from general (broad

statement) to specific, with the statement) to specific, with the thesis as the last sentence in the thesis as the last sentence in the introintro

Get the reader’s attentionGet the reader’s attention Set the tone for the rest of the Set the tone for the rest of the

essayessay

Introduction, continuedIntroduction, continued

Strategies for developing an Strategies for developing an Introduction includeIntroduction include Providing background informationProviding background information Telling a personal anecdoteTelling a personal anecdote Beginning with a quotationBeginning with a quotation Using an oppositeUsing an opposite Asking a questionAsking a question A startling statementA startling statement

Write Your Body ParagraphsWrite Your Body Paragraphs Each body paragraph should Each body paragraph should

develop one of the specific develop one of the specific points mentioned in the thesis.points mentioned in the thesis.

Each BP should contain:Each BP should contain: Topic Sentence—main idea of BPTopic Sentence—main idea of BP Primary Support—concrete details Primary Support—concrete details Secondary Support—commentarySecondary Support—commentary

Body Paragraphs: Topic SentenceBody Paragraphs: Topic Sentence

A A Topic SentenceTopic Sentence expresses the expresses the main idea of the body paragraph.main idea of the body paragraph.

Begin each body paragraph with a Begin each body paragraph with a Topic Sentence thatTopic Sentence that Narrows the focus of the paragraph into Narrows the focus of the paragraph into

one thought without listing the concrete one thought without listing the concrete details that will be expressed in the details that will be expressed in the paragraphparagraph

Accurately predicts the direction of the Accurately predicts the direction of the paragraphparagraph

Refers back to the Thesis statementRefers back to the Thesis statement

Body Paragraphs continuedBody Paragraphs continued

Body paragraphs must haveBody paragraphs must have UnityUnity—everything refers back to —everything refers back to

main pointmain point SupportSupport—examples and details —examples and details

(specific is best—avoid vague (specific is best—avoid vague generalizations)generalizations)

CoherenceCoherence—all points connect to —all points connect to form a whole; one point leads to form a whole; one point leads to anotheranother

Body Paragraphs: UnityBody Paragraphs: Unity

UnityUnity is achieved when is achieved when everything refers back to the everything refers back to the main pointmain point ALL SENTENCES SHOULD ALL SENTENCES SHOULD

RELATE BACK TO TOPIC RELATE BACK TO TOPIC SENTENCE & THESIS.SENTENCE & THESIS.

Do not include any ideas that are Do not include any ideas that are irrelevant or off-topic.irrelevant or off-topic.

Body Paragraphs: SupportBody Paragraphs: Support

SupportSupport is achieved through is achieved through adequate examples and details.adequate examples and details.

Each body paragraph should include Each body paragraph should include 2-3 examples (concrete details) to 2-3 examples (concrete details) to support the main idea of the support the main idea of the paragraph.paragraph.

Each example (concrete detail) Each example (concrete detail) should include at least 2 pieces of should include at least 2 pieces of commentary (supports & explains) commentary (supports & explains) that further illustrates the point.that further illustrates the point.

Body Paragraphs: CoherenceBody Paragraphs: Coherence

Coherence Coherence is achieved when all points is achieved when all points connect to form a whole; one point leads to connect to form a whole; one point leads to another.another.

Coherence is mainly achieved through the Coherence is mainly achieved through the use of transitions.use of transitions. TransitionsTransitions—words & phrases which —words & phrases which

connect your sentences so that your connect your sentences so that your writing flows smoothly.writing flows smoothly.

TransitionsTransitions when moving from when moving from paragraph to paragraph AND when paragraph to paragraph AND when moving from one concrete detail to the moving from one concrete detail to the next in a paragraph.next in a paragraph.

Write Your ConclusionWrite Your Conclusion

The concluding paragraph shouldThe concluding paragraph should Contain a minimum of 4 sentencesContain a minimum of 4 sentences Refer back to the main point at the Refer back to the main point at the

beginning of the conclusion, but not beginning of the conclusion, but not simply simply repeatrepeat the thesis the thesis

Make an observation on what is Make an observation on what is writtenwritten

NOT introduce any new ideasNOT introduce any new ideas Create a sense of closure & end Create a sense of closure & end

with a broad statementwith a broad statement

III. RevisingIII. Revising

RevisingRevising is finding & correcting is finding & correcting problems with problems with contentcontent; changing the ; changing the ideas in your writing to make them ideas in your writing to make them clearer, stronger, and more clearer, stronger, and more convincing.convincing.

Revising looks at the “Big Picture”—Revising looks at the “Big Picture”—the Idea level.the Idea level.

Revision StrategiesRevision Strategies

Look forLook for Unity Unity

Does everything refer back to main point?Does everything refer back to main point? Does each topic sentence refer to the thesis?Does each topic sentence refer to the thesis? Does each sentence in each BP refer back to the Does each sentence in each BP refer back to the

topic sentence?topic sentence? Detail and support Detail and support

Does each BP contain at least two examples?Does each BP contain at least two examples? Is each example followed by at least one Is each example followed by at least one

supporting detail?supporting detail? Coherence Coherence

Are all points connect to form a whole?Are all points connect to form a whole? Are transitions used to move from one idea to the Are transitions used to move from one idea to the

next? next?

Revision TipsRevision Tips

Take a break from your draft Take a break from your draft before attempting to revise.before attempting to revise.

Read your draft out loud and Read your draft out loud and listen to your words.listen to your words.

Imagine yourself as your reader.Imagine yourself as your reader. Look for consistent problem Look for consistent problem

areas.areas. Get feedback from peers.Get feedback from peers. Get help from Mrs. Carlyle!Get help from Mrs. Carlyle!

IV. EditingIV. Editing

EditingEditing is finding and correcting is finding and correcting problems with grammar, style, problems with grammar, style, word choice & usage, and word choice & usage, and punctuation.punctuation.

Editing focuses on the “Little Editing focuses on the “Little Picture”—Word level.Picture”—Word level.

Editing StrategiesEditing Strategies

Keep an Keep an Error LogError Log to help you to help you identify your problem areas and identify your problem areas and improve your writingimprove your writing..

When editing, review your paper When editing, review your paper for one type of error at a time; for one type of error at a time; don’t try to read through looking don’t try to read through looking for everything at once.for everything at once.

Editing TipsEditing Tips

Work with a clean printed copy, Work with a clean printed copy, double-spaced to allow room to double-spaced to allow room to mark corrections.mark corrections.

Read your essay backwards.Read your essay backwards. Be cautious of spell-check and Be cautious of spell-check and

grammar-check.grammar-check. Read your essay out loud.Read your essay out loud. Get feedback from peers.Get feedback from peers.

Self-ReviewSelf-Review

You should never move to peer You should never move to peer review without first completing a self-review without first completing a self-review (revising & editing); you want review (revising & editing); you want your peer to look for mistakes that your peer to look for mistakes that you were unable to catch yourself!you were unable to catch yourself!

After you have reviewed your own After you have reviewed your own work, make the necessary work, make the necessary corrections and print a clean, revised corrections and print a clean, revised copy before moving on to peer copy before moving on to peer review.review.

Peer-ReviewPeer-Review

It is important to make the peer It is important to make the peer review process useful.review process useful.

Basics of useful feedback:Basics of useful feedback: It is given in a positive wayIt is given in a positive way It is specificIt is specific It offers suggestionsIt offers suggestions It is given both verbally and in writingIt is given both verbally and in writing