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The Writing ProcessStep 1: Planning and Prewriting
Prewrit ing Techniques
The University of Kansas KU Writing Center
The Writing Process
Prewrite
Drafting
RevisingEditing
Publishing
In prewriting, you will:
• Explore Ideas• Choose a purpose and an
audience• Gather details• Sequence Ideas
• Also called listing, is a process of generating a lot of information within a short time by building on the association of previous terms you have mentioned.
• Jot down all the possible terms that emerge from the general topic you are thinking about.
• Group the items that you have listed according to arrangements that make sense to you.
• • Give each group a label. Now you have a topic with
possible points of development.
• Write a sentence about the label you have given the group of ideas. Now you have a topic sentence or possibly a thesis statement.
Bra
inst
orm
ing
Graphic Organizers
Subject
Idea
Idea
Idea
Idea
Detail
Graphic Organizers
Outline
I. Idea #1a. Detailb. Example
II. Idea #2a. Detailb. Example
Freewrite
• Just write! Jot down ideas. Write as much as you can for a set period of time.
• Force yourself to continue writing even if nothing specific comes to mind. Generating ideas is what is important, not the grammar or the spelling.
• Highlight the most prominent and interesting ideas.
• Narrow your topic and you will generate several relevant points about the topic.
The Writing ProcessStep 2: Drafting
Traits of an Effective Composition
• Focus and Coherence• Organization
• Development of Ideas• Voice
• Conventions
Focus and Coherence
• Shows clear relationships between ideas.
• Rarely shifts from one idea to the next.
• Sense of completeness• Meaningful introduction and
conclusion.
Organization
• Flows easily from sentence to sentence, and paragraph to paragraph.
• Smooth progression of thought.
• Avoids wordiness and needless repetition.
Try it!At first, Maria had no idea what to do for a
community service project. Then it came to her. She would volunteer to help first graders. After talking to Ms. Ortiz, the teacher who had taught her to read, they had a plan. Maria would visit Ms. Ortiz’s first grade class once a week on the day her own classes ended early. She would read aloud the books she most enjoyed when she was in first grade. After her very first visit, Maria knew her plan was a success. The first graders pleaded with her to come back soon, and Maria finally felt the thrill of being truly useful!
Which sequence words help the paragraph flow logically from one sequence to the next?
At first, Maria had no idea what to do for a community service project. Then it came to her. She would volunteer to help first graders. After talking to Ms. Ortiz, the teacher who had taught her to read, they had a plan. Maria would visit Ms. Ortiz’s first grade class once a week on the day her own classes ended early. She would read aloud the books she most enjoyed when she was in first grade. After her very first visit, Maria knew her plan was a success. The first graders pleaded with her to come back soon, and Maria finally felt the thrill of being truly useful!
What is the topic sentence?What is the concluding sentence?
Drafting
• After prewriting, it is time to start drafting your essay.
– Put Ideas Down– Develop a thesis or controlling idea– Structure Ideas in a organized and sustained way
• Introduction– Grabs reader’s attention– Include thesis statement
• The Body– Develops main idea– Details and Elaborate– Facts, examples, experiences, stories, personal feelings, quotes
• Conclusion– Restates thesis – Summarize most important concepts of the paper.
Paragraphs in a typical essay
Paragraphs should include:
• Topic Sentence (1 Sentence)– Main Idea of Paragraph
• Supporting Sentences (2+ Sentences)– Develop Ideas and Detail– Examples, Personal Experience, Facts
• Concluding Sentence (1 Sentence)– Wrap up ideas
ACE Method
• A – Answer the Question
• C – Cite Text Evidence• E – Explain how the
evidence answers the question and expand .
TAKS OER Scoring - ACE
3 2 1 0Answer Answer makes sense &
is a complete sentenceAnswer makes sense but is not a complete sentence
Attempt was made, but answer does not make sense
No attempt
CiteEVIDENCE
Relevant, adequate evidence cited to support answer
Relevant but inadequate evidence cited to support answer
Irrelevant evidence cited to support answer
No attempt
Explain/ Expand
Explanation is clear and there is an obvious connection to the answer/ citation
Explanation was attempted but reasoning or connection is unclear
Explanation and/or reasoning are incomprehensible
No attempt