The Writing Processa Little Strategy Goes A Long Waypart One Prewrit
The Writing Processa Little Strategy Goes A Long Waypart One Prewrit
The Writing Processa Little Strategy Goes A Long Waypart One Prewrit
The Writing Process A Little Strategy Goes a Long Way Part One – Prewriting What is “The Writing Process?†The answer is self evident: It is a process by which authors can approach writing. What is a process? Where do we use processes? Steps in the Writing Process The steps should start in this particular order, but you may also redo them as many times as needed, whenever needed: 1. Prewriting 2.
Organizing 3. Drafting 4. Revising 5. Editing and proofreading Step 1: Prewriting – finding a topic Thinking about your topic and investigating its many possibilities may be the most important part. First, consider your subject and read the source material carefully.
Do not just choose the obvious (the ‘C - Grade’ response); be inventive and unique. Reread the assignment. Look for words in the clue that may direct you toward a direction. Prewriting – cont’d. These may refer to the ‘rhetorical modes’ (patterns of development) such as: narrate; describe; compare/contrast; define; relate a process; show cause and effect; argue for or against, and so on.
Always be sure to answer the question or respond correctly to the prompt. Your purpose will be to express an idea (some insight) inspired by the story. The purpose will not be to summarize the story or to simply discuss an idea without showing how the story illustrates your point. This is done by making connections between reading and “the real worldâ€, or “the human conditionâ€. Look up the meaning of ‘pre-’ Note: Prewriting may seem like a nuisance, but students gratefully report that it has helped them improve all of their writing.
Step 1: Prewriting There are many types of prewriting to help you think about your topic. You may choose a favourite, or find different types suitable for different circumstances. It is often helpful to start with an open method, such as freewriting, first, and then also try a second type. The computer is helpful, but also may be confining, at this stage. Prewriting – A.
Freewriting Freewriting is often given at the beginning of a unit, to ask students to explore their own ideas, or generate a unique topic. Write freely, without stopping, for a given period of time (often 10-15 minutes). Do not stop for spelling, vocabulary, grammar, or other things that may hinder the flow of thought. Freewriting – cont’d. Hint: If you are writing but can’t find a word, quickly, just insert a line and
come back to it, later.
Freewriting is a ‘warm up’. Do not worry if it wanders, seems incorrect, or goes off topic. Freewriting is also useful to narrow a topic. Prewriting – A. Freewriting – variation - Looping Looping allows writers to continually narrow ideas from an original free thought to more refined ideas.
Start by freewriting. Read the freewriting and look for an idea that strikes you. Circle it. [Draw a loop around it.] Write by freewriting again, this time about the circled idea. Continue until you have sufficiently narrowed the focus of the idea. See: Looping - image This is an example of how looping may look:
Prewriting – B: Questioning Also known as ‘The Journalists’ Questions’ or ‘W5’. You don’t know if you don’t have answers to: Who? What? When? Where? Why?
How? [sorry – 6] Note: Also refer to the W5 answers while providing details in your written work. See: Prewriting – C: Listing Lists are easy ways to quickly write down ideas. How do you use lists everyday? For Prewriting Write quickly A vertical list Only key words Do not stop to correct or organize Ideas flow freely.
Prewriting – D: Clustering Also known as diagramming (and sometimes brainstorming). Visual Many variations Computer versions can be highly organized, but also restricting. See: ? ? ? A B Prewriting – D: Clustering Cont’d. Hand-drawn versions can allow for creativity, but can become crowded.
See also Search for “mind map†in Google images. You’ll be amazed! Now that’s how to open up your mind! Prewriting – E. Cubing Cubing is a technique of prewriting especially good for topics that require deep analysis.
Imagine your general subject as a cube. Imagine each plane of that cube as a different way of approaching the subject. Cubing is also excellent for tackling difficult concepts or to use when arguing for a point of view. Cubing – cont’d. Use cubing to A) Discover new ideas, or B) Analyze an idea Technique – Dedicate an approach to each plane: Describe it Compare it Apply it Associate it Analyze it, and Argue for or against it Using Prewriting Do use it!
Use at least two methods. Why? “Despair is most often the offspring of ill-preparedness†– Don Williams Jr. Include prewriting when submitting work. It will not be marked, but you will gain credit for it.
The Next Step… Create a working outline Now, on to step two – Organizing or Outlining After collecting, sorting, and thinking about all your ideas, the next step is to organize them into a proper outline. Enjoy! A
Paragraph Outline Template: Topic sentence – (the main idea of the paragraph; include the author and reading) A. Supporting reason 1
Details______________________________________________ Explanation Example 1 Example 2
[One example must be from the reading and one from real-life and/or research] B. Supporting reason 2
Details______________________________________________
Explanation
Example 1
Example 2
[One example must be from the reading and one from real-life and/or research] C. Supporting reason 3
Details______________________________________________
Explanation
Example 1
Example 2
[One example must be from the reading and one from real-life and/or research] Paragraph conclusion (a single sentence that reflects the topic sentence).
Note: This outline template allows for 18 sentences. Academic paragraphs should be about that length. Part One – Response Paragraph 30 This paragraph must use the full writing process (clearly labelled) and standard academic structure( topic-body-conclusion) , but may be personal. The first person is allowed, although the language should be scholastic. Use two of the in-class readings to support your point.
Use any two class-assigned readings to explain an important idea to help international students attending Acadia for the first time. Use your own experience and try to be helpful in a way that you would have appreciated when you first came to Acadia. Writing Process /10 Language /10 Content and Structure(topic-body-conclusion) /10 Total /30 In class reading: Jim Maloney , “Why Should We Hire You?†James Lincoln Collier , “Anxiety: Challenge by Another Name†Martha Brooks , “Surviving the Journey: Literature Meets Life†Jonathan Franklin , “Lost at Sea; The Man Who Vanished for 14
Months†from The Guardian (UK) Silver Donald Cameron , “The Many Forms of Literacy†Jerry Amernic , “Language Out, Style In†Candace Fertile , “The Oldest Profession: Shopping†Tony Wong , “Have You Seen My Missing Math Gene?â€
Writing process: (5 parts) Free writing Prewriting (watch the PPT which I post) Outline (the outline must like the outline template) Edit draft Final draft Response: Part Two – Academic Paragraph from a new reading 70 Choose one reading from the online articles listed below.
In some cases the prompt indicates a recommended pattern of development. If the pattern is not stated, you may use the one that seems best suited to the topic. Remember to state that clearly with the point, and to support your response using information from the reading as well as your own insight. You may form responses that address the concerns of international students, where that seems useful, and draw upon your own expertise. Remember, though, to write in the third person .
Use the full writing process and standard academic language. 1. The Canadian Press, “Canadian Students' Debt, Job Prospects Top List Of Back-To-School Concerns†This article discusses the financial concerns of Canadian post-secondary students. Obviously, financial concerns and how they are managed are among the most pressing. Consider how this compares or contrasts to the main concerns of international students in Canada.
2. Josh Freed, “Has Tracking Technology Taken the Mystery out of Life?†Josh Freed is a columnist from Montreal, who likes to use humour to express his concerns about modern life. In this article, Freed comments upon how technology may be altering people’s experiences, and he especially regrets that some technological advances are making life less interesting. Does he have a point, or is the ability to track people, places, and things a modern improvement? 3.
Huffington Post Interview about “The Coolest Classâ€, This is a short version of an interview with a History professor at Saint Mary’s University, in Halifax, Dr. Rosana Barbosa. Dr. Barbosa’s teaches Latin American History classes, which may not immediately seem like the most popular class among students. Yet, her classes are always full because of her unique approach.
How would you apply teaching an academic subject such as this in a similar way (through sports or other popular activity), especially to international students? 4. Melissa Lem, “Beat the (Never-Ending) Winter Blues with Outdoor Exercise†Melissa Lem wrote this popular article near the end of a particularly long and cold winter. She points to findings that, while many people in northern countries, and particularly in
Canada, struggle with depression in the winter, research has found that outdoor activity is one of the best ways to feel better. This may be difficult for international students, who are not as acclimatized to Canadian winter, may not know how to participate in many winter activities, or just feel more comfortable indoors.
How would you advise international students to benefit from outdoor winter activity while they are at Acadia? 5. Nova Scotia Department of National Resources, “ Boston Marathoner Donates 2015 Tree for Bostonâ€. The cities of Boston, Massachusetts and Halifax, Nova Scotia, have historically been connected. This became clear, nearly a century ago during World War I, when two ships collided in the Halifax Harbour. The Halifax Explosion of December 6, 1917, caused the largest human-created, non-nuclear explosion the world has ever seen.
Thousands of people were killed or seriously injured, and, to make matters worse, the next day a blizzard hit the area. When the citizens of Boston heard of the tragedy, they immediately sent help and worked hard to rescue and aid the people of Halifax. It is now a tradition for Nova Scotians to select the best and tallest Christmas tree in the province and send it to Boston, as an on-going gesture of thanks. What does this tell about the role of help and gratitude in international relations and how world citizens should come to each other’s aid? Use cause and effect to show how this and other responses to calamity help improved global relations, and how people should respond to others in need, now.
Paper For Above instruction
The prompt requires a comprehensive exploration of the writing process focusing on prewriting strategies, organizing ideas, and composing an academic paragraph that incorporates personal experience and supports insights with in-class readings. Additionally, it entails analyzing a new reading to craft a well-supported response suitable for international students, emphasizing the importance of effective communication, cultural adaptation, and understanding global interrelations, especially in diverse contexts such as Canadian academia and international student life. The paper should demonstrate mastery of the full writing process, including brainstorming, outlining, drafting, revising, and editing, while integrating scholarly references and real-world examples to illustrate key points.
References
Collier, James Lincoln. “Anxiety: Challenge by Another Name.”
Brooks, Martha. “Surviving the Journey: Literature Meets Life.”
Suzuki, David, and Ian Hanington. “Welcome to an Extreme, Warming World.”
Maloney, Jim. “Why Should We Hire You?”
Freed, Josh. “Has Tracking Technology Taken the Mystery Out of Life?”
Melissa Lem. “Beat the (Never-Ending) Winter Blues with Outdoor Exercise.”
Canadian Press. “Canadian Students' Debt, Job Prospects Top List Of Back-To-School Concerns.”
Nova Scotia Department of National Resources. “Boston Marathoner Donates 2015 Tree for Boston.”
Huffington Post. “Interview about ‘The Coolest Class’.”
Franklin, Jonathan. “Lost at Sea; The Man Who Vanished for 14 Months.”