Expository Writing

Lesson Two

The Six-Step Process

Dr. M. Connor

Lecture Outline-1 The Six-Step Process I. Prewriting

– 1.Planning• Thesis Statement & Definitions (Reminder)• Planning Techniques

– Brainstorming;– Clustering;– Hybrid;– Reporters’ questions– Example: On the Rainforest

– 2. Shaping• Parts of a Paper

– Introductions;– Body;– Conclusion

• Outlining– How to Shape a Paper—Logic– Degree of Outlining

Lecture Outline-2

II. Writing– 3.Writing

• When You’re Done Writing…

III. Rewriting– 4.Revising– 5.Editing– 6.Proofreading (Proofreading Points)

Conclusion

The Six-Step Process

Planning Shaping Writing Revising Editing Proofreading

prewriting

rewriting

Prewriting

Planning and shaping are both steps in prewriting.

They are important in writing a paper. During this phase you also come up

with a thesis.

Thesis Statement Also called:

– main idea– theme– controlling idea

At first, you have a working thesis

Definitions

Working thesis: a statement that, based on everything you know of the topic, should prove to be a reasonably accurate summary of what you will write.

Final thesis: the accurate one-sentence summary of your work that will appear in your final draft.

For week three, we will do quite a bit of work on thesis and thesis statements. They can be tricky to do well, so we’ll devote an entire week to them, and I’m sure we’ll get back to them in future lessons.

Planning Techniques

Brainstorming Clustering Hybrid of the two The W & H Questions (Reporters’

questions.

Brainstorming

Just quickly writing down everything that comes to mind on a certain topics.

It might be a good idea to set yourself a time for just writing.

I will brainstorm on this topic for say, five/ten/fifteen minutes. – I use a kitchen timer to time myself

sometimes!

Clustering Example based on “rain forest”:

medicine

plants

exploitation

extinction

animals extinction

Alternatemedicines

Hybrid

Plants Rare treesClear cuttingAlternate medicinesIndiginous peoplesSting and his concertsRace for the rainforestTourismEco-tourismDangerous

Plants Rare treesClear cuttingAlternate medicinesIndiginous peoplesSting and his concertsRace for the rainforestTourismEco-tourismDangerous

First you brainstorm a while then see what works together

Reporters’ Questions

What Why Who Where When How

On the Rainforest

What- rainforest exploitation Why - overuse of raw materials Who - natives and others Where - Brazil When - now How - how does this happen? Key

question that will lead me to research

Shaping

Once you have a huge mass of materials, you need to shape them into something clear.

I think of this step as making a map. Anglo-American expository writing

follows a specific form. This is where outlining skills come in.

Parts of a Paper

Introduction Body

– Reasons• Examples

Conclusion

Introductions Smooth me into the paper, grab my

interest, make me want to read more. Techniques:

– tell a story– use a quote– use a startling fact

These are easier said than done, so we’ll work on them in the future.

Body

This is the “meat” of your paper, the substance.

You state your reasons, but reasons must be backed up with solid examples.

I use the metaphor of a murder trial. In order to convict (convince), you need good, solid, tangible evidence.

Conclusion

This is more than just a summary. Though you do have a summing up of what went before.

Ease me out. Let me feel, yes, the writer is done. Don’t leave me looking for the rest of the essay.

Perhaps a call to action? Leave me with a thought?

Outlining

If you’re unfamiliar with the process of outlining, visit

http://owl.english.purdue.edu/handouts/general/gl_outlin.html

How to Shape a Paper--Logic

Some papers lend themselves to a certain structure:– chronological– spatial (inside outside, top bottom)– importance - “save the best for last”

• people remember what they read last the most, so you want to have your most important reason last.

• Also, you want to build up in your paper, not start with a bang and then fizzle out!

Degree of Outlining The longer more complex the paper,

the more detailed your outline will be. But even for short pieces of writing, it’s

best if you do some brief sketch of where you’re going.

Shaping also helps you see gaps in your research (if needed).

Research is part of the planning/shaping stage as well.

Writing

When you’ve finally got the thesis and the outline, and you’re read, then write.

If possible, write the entire paper in one sitting. Or write as much as you can.

Don’t go back and rewrite as you write! Get it down, then get it right!

When You’re Done Writing...

After you’ve finished writing the first draft, put it away. For a class paper, a few days is optimal.

Do this even with exam essays. At the very least, take time to do some stretches and deep breathing.– No, your teacher won’t mind!

Rewriting

Composed of three steps:– Revising– Editing– Proofreading

You may do some of the processes simultaneously, but try to break them down one-by-one as well.

Revising This is a form of Re-visioning, or seeing

again. Look at the BIG structure:

– Does the logic hold?– Do you need to move paragraphs around?– Do you need to add anything?– Have you proved your thesis?

• I find it’s easier to change my thesis than rewrite my paper, so that’s what I do if I haven’t proven my original thesis. But then I’m lazy!

Editing

This step is the paragraph by paragraph then sentence by sentence check for things like– transitions– word choice– correct grammar– clarity

• all of these will be the subject of a lesson in the future, so don’t worry if you’re weak right now.

Proofreading

This is the very last step, but don’t forget it!

Read your paper word by word and then read it backwards!– This is an old proofreaders’ trick. It allows

you to see words in isolation and better catch errors.

Run spell-check!

Proofreading Points If you find yourself having to make

major revisions in the proofreading stage, it means you’re messing up either the revising or the editing step.– Mistakes should be easily fixed with a little

Tipex/Wite-Out and a black pen! Don’t put 100% of your faith in the

grammar check program. – It’s simplistic.

• But if it offers a correction, it probably means that you are wrong.

Conclusion

I hope this presentation gives you some understanding of what teachers will be looking for in your writing and what will be expected of you as a writer.

Basically, I’ve just covered everything we’re going to learn this term! In the following weeks, we’ll go over all of this material in great detail!

Doing all of these steps, and practicing the skills needed in each, can help you hone your writing skills.

Writing is an art, but it’s also a craft, which means it can be learned and improved.