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PartTwoEssayWritingChapter3TheCompositionWritingProcessPartTwoEssayWritingChapte1I.IntroductionII.PrewritingPlanning(Outlining)—theSecondStageStageIII—WritingandRevising
I.IntroductionII.Prewriting2I.IntroductionStylePurposeAudienceBasicElementsI.IntroductionStylePurposeAu3AudienceKnowingyouraudiencewillhelpyoutocommunicateclearlyandeffectivelyPurposeDeterminestherhetoricalforms:persuasiveessayandexpositoryessaywillbeorganizedindifferentwaysStyleYourmannerofexpression—choiceofwords,grammaticalstructureslengthofsentences
serious,amusing,personal,impersonalI.IntroductionAudienceKnowingyouraudience4
Itisimportanttonotethatwritingisaprocess,nota“product.”Thismeansthatapieceofwriting,whetheritisacompositionforyourEnglishclassoralabreportforyourchemistryclass,isnevercomplete;thatis,itisalwayspossibletoreviewandrevise,andreviewandreviseagain.1.ChoosingandNarrowingaTopicIfyouaregivenaspecificwritingassignment(suchasanessayquestiononanexamination),whatyoucanwriteaboutislimited.Ontheotherhand,whenyouaregivenafreechoiceoftopicsandcanwriteaboutsomethingyouareinterestedin,youmustnarrowthetopictoaparticularaspectofthatgeneralsubject.II.PrewritingItisimportanttonote5II.PrewritingWritingProcess—StageI:PrewritingStep1:ChoosingandNarrowingaTopicGeneraltopicSpecifictopicVeryspecifictopicEnvironmentPollutionOceanPollutionEffectsonSeaLifeOilSpillsII.PrewritingWritingProcess6II.Prewriting2.Brainstorming
Afteryouhavechosenatopicandnarrowedittoaspecificfocus,thenextprewritingstepistogenerateideas.Thisisdonebyaprocesscalledbrainstorming.Althoughthesebrainstormingactivitiesmayseemunnecessaryatfirst,afterdoingthemafewtimes,youwillrealizetheirusefulness.Brainstormingforideascangetyoutostartwritingmorequicklyandsaveyoutimeinthelaterstagesofthewritingprocess.Listingisabrainstormingtechniqueinwhichyouthinkaboutyourtopicandquicklymakealistofwhateverwordsorphrasescomeintoyourmind.II.Prewriting2.Brainstorming7II.PrewritingWritedownthegeneraltopicatthetopofyourpaper.Thenmakealistofeveryideathatcomesintoyourmindaboutthattopic.Keeptheideasflowing.Usewords,phrases,orsentences.Rewritethelist,groupsimilarideastogetherandcrossouritemsthatdon’tbelongorthatareduplicationsListingII.PrewritingWritedownthe8II.PrewritingModel:Listingcommunicationproblemshomelesspeopleshockingsightpoorverbalskillsfamiliesdon’tspendtimetogetherchildrendisrespectfulclassroomenvironmentnewlanguageunclearexpressionsAmericanfamilylifepublictransportationisnotgoodII.PrewritingModel:Listingco9II.PrewritinglackvocabularyusefirstnameswithteachersshowaffectioninpubliccollegeprofessorswearjeansAmericanstalktoofaststudentsaskquestionstheyarefriendlynoformaldresscodeuseslangandidiomsprofessor’sroleeveryoneeatsfastfoodstudentscanchallengeprofessorsII.Prewritinglackvocabularyu10Nowrewriteyourlistandgroupsimilarideastogether.GroupAcommunicationproblemspoorverbalskillsunclearexpressionsnewlanguagelackvocabularyAmericanstalktoofastshowaffectioninpublic
useslangandidioms
GroupBhomelesspeopleshockingsightclassroomenvironment
studentscanchallengeprofessorsusefirstnameswithteachersstudentsaskquestionsnoformaldresscodecollegeprofessorswearjeansprofessor’sroleGroupCAmericanfamilylife
childrendisrespectfultheyarefriendlyeveryoneeatsfastfoodpublictransportationisnotgoodfamiliesdon’tspendtimetogetherchildrenspendmoretimewithfriendsNowrewriteyourlistandgrou11Nowcirclethemainideaandcrossoutirrelevantitems.GroupAcommunicationproblemspoorverbalskillsunclearexpressionsnewlanguagelackvocabularyAmericanstalktoofastshowaffectioninpublic
useslangandidioms
GroupBhomelesspeopleshockingsightclassroomenvironment
studentscanchallengeprofessorsusefirstnameswithteachersstudentsaskquestionsnoformaldresscodecollegeprofessorswearjeansprofessor’sroleGroupCAmericanfamilylife
childrendisrespectfultheyarefriendlyeveryoneeatsfastfoodpublictransportationisnotgoodfamiliesdon’tspendtimetogetherchildrenspendmoretimewithfriendsNowcirclethemainideaand121.Individually,inasmallgroup,orwithyourwholeclass,narroweachofthefollowinggeneraltopicstoonespecificaspectthatcouldbewrittenaboutinoneessay.EntertainmentMassMediaLanguageSportsFoodEXERCISESII.Prewriting1.Individually,inasmallgr132.Brainstormbylistingideasononeofthefollowingtopics.Followthefourstepsoutlinedinthetext.HowtobeagoodstudentHowtelevisionisalearningtoolThecharacteristicsofagoodteacherMyfavoriteleisure-timeactivityTouristattractionsinyourcountryorcityHowtosolvetrafficproblemsinbigcitiesII.Prewriting2.Brainstormbylistingideas14Planning(Outlining)—theSecondStage1:MakingSublistsModel1communicationproblems
poorverbalskillspoorpronunciationnewlanguagelackconfidencelackvocabularyAmericanstalktoofastuseslangandidiomsAmericansdifficulttounderstanduseincompletesentencesunclearexpressions12Planning(Outlining)—theSec15Planning(Outlining)—theSecondStageModel2AmodeofPreliminaryOutlinecommunicationproblems
poorverbalskills—lackvocabulary—poorpronunciation(2)Americansdifficulttounderstand—useincompletesentences—useunclearexpressions—talktoofast—useslangandidioms
Planning(Outlining)—theSec162.Outlining
Anoutlineisaformalplanforanessay.Themainpointsandsupportingpointsarelistedintheorderofwritingsequence:CommunicationProblemsInternationalstudentsintheUSfacecommunicationproblemswithAmericans.
A.Internationalstudentshavepoorverbalskills.(1)lackvocabulary(2)poorpronunciationTitleTopicSentenceSupportingpointDetail1Detail2Planning(Outlining)—theSecondStage2.OutliningAnoutlineis17Americansdifficulttounderstand.
(1)useincompletesentences(2)useunclearexpressions(3)talktoofast(4)useslangandidiomsInternationalstudents’abilityofcommunicationwillimprovealongwithtime.SupportingpointDetail1Detail2Detail3Detail4ConcludingSentencePlanning(Outlining)—theSecondStageAmericansdifficulttounderst18EXERCISESDevelopoutlinesfortheothertwogroups,classroomenvironmentandAmericanfamilylife.Followthethreestepsoutlinedabove.Eachoutlineshouldcontainastatementofcentralthought,oneormoremainsupportingpoints,andsomesupportingdetailsforeachmainsupportingpoint.Addatitletoyouroutline.Planning(Outlining)—theSecondStageEXERCISESPlanning(Outlining)19SampleOutlines1.ClassroomEnvironmentIntroductionwithastatementofcentralthoughtYoumaybesurprisedtofindouthowcasualAmericanuniversitiestrulyare.Americanstudents(1)usefirstnamewithteachers(2)askquestions(3)challengeprofessorsPlanning(Outlining)—theSecondStageSampleOutlinesPlanning(Outl20Planning(Outlining)—theSecondStageProfessor’srole(1)wearjeans(2)encouragestudentstoaskquestions(3)nothesitatetosay,“Idon’tknow.”Conclusionparagraph:Thelinesanddistinctionbetweenprofessorsandstudentsarediminishingasbothpartiesseekgreaterunderstandingoftheworldaroundthem.LearninginAmericanuniversitieshasbecomeajourneyinwhichstudentsandprofessorswalkside-by-sideinthequestforknowledge.Afterall,nooneknowseverything,sowemayaswellgleanfromeachotherwhilewehavetheopportunity.Planning(Outlining)—theSec21Planning(Outlining)—theSecondStage2.AmericanFamilyLifeIntroductionwithastatementofcentralthoughtTheAmericanfamilyisbasicallycomprisedoftwoparts,thefamilyandthechildren.Families(1)seldomeattogether(2)donotspendtimetogetheronweekendsandholidaysChildren(1)are“kings”(2)aredisrespectful(3)spendmoretimewithfriendsthanwithparentsPlanning(Outlining)—theSec22Planning(Outlining)—theSecondStageConclusionparagraph:ThosenewtotheU.S.maybeshockedtodiscovertheirassumptions,basedonAmericanmovies,differgreatlyfromwhattheyactuallyfind.Inanycase,nomatterhowtypicaloratypicalacountry’sfamilylifemayseemtobe,thegreatestdominatingfactorinthepreservationofanysocietyisthefamilyunit.Planning(Outlining)—theSec23StageIII—WritingandRevising
1.WritingtheFirstRoughDraftWritedownthetopicsentenceandunderlineit.
Writeoneveryotherlineandleaveenoughmarginsforrevising.Followtheoutlineascloselyaspossible.Addanyideasrelevanttothetopic.
Writedownasmuchinformationasyoucananddon’tworryaboutgrammar,punctuationorspelling.Aboveall,rememberthatwritingisacontinuousprocessofdiscovery.Therefore,asyouarewriting,youwillthinkofnewideasthatmaynotbeonyourbrainstorminglistorinyouroutline.Youcanaddnewideasordeleteoriginalonesatanytimeinthewritingprocess.Justbesurethatanynewideasarerelevant!StageIII—WritingandRevisi24StageIII—WritingandRevising
2.RevisingContentandOrganizationReadcarefullyforageneraloverview.Focusonthegeneralaspectsofthepaperandmakenotesinthemarginsforfurtherimprovement.Checkwhetheryou’veachievedthestatedpurpose.Checkforlogicandcoherence.Ensurethattheparagraphhasatopicsentencewithacentralfocus.Checkforunity.Crossoutanysentencethatdoesnotsupportthetopicsentence.Ensurethatthetopicsentenceisdevelopedwithsufficientsupportingdetails.Checkfortransitionsignals.Provideaconcludingsentencewhenneeded.StageIII—WritingandRevisi25StageIII—WritingandRevising
3.ProofreadingtheSecondDraft
Checkforcorrectnessandcompleteness:nofragmentsorrunonsentences.Checkforsubject-verbagreement,correctverbtenses,etc.Checkthemechanics:punctuation,spelling,capitalization,typingerrors,etc.
Changevocabularywordsasnecessary.Step4:WritingtheFinalCopyStageIII—WritingandRevisi26StageIII—WritingandRevising
SummaryStep1PrewritingStep2PlanningStep3WritingStep4RevisingStep5RewritingStep6Brainstormingtonarrowdownatopicandgenerateideas.Developanoutlineandatopicsentence.Writeaseconddraftandproofreaditforgrammarandmechanics.Writearoughdraft.Edittheroughdraftforcontentandorganization.Writeafinalcopytohandin.StageIII—WritingandRevisi27THANKYOU!THANKYOU!28PartTwoEssayWritingChapter3TheCompositionWritingProcessPartTwoEssayWritingChapte29I.IntroductionII.PrewritingPlanning(Outlining)—theSecondStageStageIII—WritingandRevising
I.IntroductionII.Prewriting30I.IntroductionStylePurposeAudienceBasicElementsI.IntroductionStylePurposeAu31AudienceKnowingyouraudiencewillhelpyoutocommunicateclearlyandeffectivelyPurposeDeterminestherhetoricalforms:persuasiveessayandexpositoryessaywillbeorganizedindifferentwaysStyleYourmannerofexpression—choiceofwords,grammaticalstructureslengthofsentences
serious,amusing,personal,impersonalI.IntroductionAudienceKnowingyouraudience32
Itisimportanttonotethatwritingisaprocess,nota“product.”Thismeansthatapieceofwriting,whetheritisacompositionforyourEnglishclassoralabreportforyourchemistryclass,isnevercomplete;thatis,itisalwayspossibletoreviewandrevise,andreviewandreviseagain.1.ChoosingandNarrowingaTopicIfyouaregivenaspecificwritingassignment(suchasanessayquestiononanexamination),whatyoucanwriteaboutislimited.Ontheotherhand,whenyouaregivenafreechoiceoftopicsandcanwriteaboutsomethingyouareinterestedin,youmustnarrowthetopictoaparticularaspectofthatgeneralsubject.II.PrewritingItisimportanttonote33II.PrewritingWritingProcess—StageI:PrewritingStep1:ChoosingandNarrowingaTopicGeneraltopicSpecifictopicVeryspecifictopicEnvironmentPollutionOceanPollutionEffectsonSeaLifeOilSpillsII.PrewritingWritingProcess34II.Prewriting2.Brainstorming
Afteryouhavechosenatopicandnarrowedittoaspecificfocus,thenextprewritingstepistogenerateideas.Thisisdonebyaprocesscalledbrainstorming.Althoughthesebrainstormingactivitiesmayseemunnecessaryatfirst,afterdoingthemafewtimes,youwillrealizetheirusefulness.Brainstormingforideascangetyoutostartwritingmorequicklyandsaveyoutimeinthelaterstagesofthewritingprocess.Listingisabrainstormingtechniqueinwhichyouthinkaboutyourtopicandquicklymakealistofwhateverwordsorphrasescomeintoyourmind.II.Prewriting2.Brainstorming35II.PrewritingWritedownthegeneraltopicatthetopofyourpaper.Thenmakealistofeveryideathatcomesintoyourmindaboutthattopic.Keeptheideasflowing.Usewords,phrases,orsentences.Rewritethelist,groupsimilarideastogetherandcrossouritemsthatdon’tbelongorthatareduplicationsListingII.PrewritingWritedownthe36II.PrewritingModel:Listingcommunicationproblemshomelesspeopleshockingsightpoorverbalskillsfamiliesdon’tspendtimetogetherchildrendisrespectfulclassroomenvironmentnewlanguageunclearexpressionsAmericanfamilylifepublictransportationisnotgoodII.PrewritingModel:Listingco37II.PrewritinglackvocabularyusefirstnameswithteachersshowaffectioninpubliccollegeprofessorswearjeansAmericanstalktoofaststudentsaskquestionstheyarefriendlynoformaldresscodeuseslangandidiomsprofessor’sroleeveryoneeatsfastfoodstudentscanchallengeprofessorsII.Prewritinglackvocabularyu38Nowrewriteyourlistandgroupsimilarideastogether.GroupAcommunicationproblemspoorverbalskillsunclearexpressionsnewlanguagelackvocabularyAmericanstalktoofastshowaffectioninpublic
useslangandidioms
GroupBhomelesspeopleshockingsightclassroomenvironment
studentscanchallengeprofessorsusefirstnameswithteachersstudentsaskquestionsnoformaldresscodecollegeprofessorswearjeansprofessor’sroleGroupCAmericanfamilylife
childrendisrespectfultheyarefriendlyeveryoneeatsfastfoodpublictransportationisnotgoodfamiliesdon’tspendtimetogetherchildrenspendmoretimewithfriendsNowrewriteyourlistandgrou39Nowcirclethemainideaandcrossoutirrelevantitems.GroupAcommunicationproblemspoorverbalskillsunclearexpressionsnewlanguagelackvocabularyAmericanstalktoofastshowaffectioninpublic
useslangandidioms
GroupBhomelesspeopleshockingsightclassroomenvironment
studentscanchallengeprofessorsusefirstnameswithteachersstudentsaskquestionsnoformaldresscodecollegeprofessorswearjeansprofessor’sroleGroupCAmericanfamilylife
childrendisrespectfultheyarefriendlyeveryoneeatsfastfoodpublictransportationisnotgoodfamiliesdon’tspendtimetogetherchildrenspendmoretimewithfriendsNowcirclethemainideaand401.Individually,inasmallgroup,orwithyourwholeclass,narroweachofthefollowinggeneraltopicstoonespecificaspectthatcouldbewrittenaboutinoneessay.EntertainmentMassMediaLanguageSportsFoodEXERCISESII.Prewriting1.Individually,inasmallgr412.Brainstormbylistingideasononeofthefollowingtopics.Followthefourstepsoutlinedinthetext.HowtobeagoodstudentHowtelevisionisalearningtoolThecharacteristicsofagoodteacherMyfavoriteleisure-timeactivityTouristattractionsinyourcountryorcityHowtosolvetrafficproblemsinbigcitiesII.Prewriting2.Brainstormbylistingideas42Planning(Outlining)—theSecondStage1:MakingSublistsModel1communicationproblems
poorverbalskillspoorpronunciationnewlanguagelackconfidencelackvocabularyAmericanstalktoofastuseslangandidiomsAmericansdifficulttounderstanduseincompletesentencesunclearexpressions12Planning(Outlining)—theSec43Planning(Outlining)—theSecondStageModel2AmodeofPreliminaryOutlinecommunicationproblems
poorverbalskills—lackvocabulary—poorpronunciation(2)Americansdifficulttounderstand—useincompletesentences—useunclearexpressions—talktoofast—useslangandidioms
Planning(Outlining)—theSec442.Outlining
Anoutlineisaformalplanforanessay.Themainpointsandsupportingpointsarelistedintheorderofwritingsequence:CommunicationProblemsInternationalstudentsintheUSfacecommunicationproblemswithAmericans.
A.Internationalstudentshavepoorverbalskills.(1)lackvocabulary(2)poorpronunciationTitleTopicSentenceSupportingpointDetail1Detail2Planning(Outlining)—theSecondStage2.OutliningAnoutlineis45Americansdifficulttounderstand.
(1)useincompletesentences(2)useunclearexpressions(3)talktoofast(4)useslangandidiomsInternationalstudents’abilityofcommunicationwillimprovealongwithtime.SupportingpointDetail1Detail2Detail3Detail4ConcludingSentencePlanning(Outlining)—theSecondStageAmericansdifficulttounderst46EXERCISESDevelopoutlinesfortheothertwogroups,classroomenvironmentandAmericanfamilylife.Followthethreestepsoutlinedabove.Eachoutlineshouldcontainastatementofcentralthought,oneormoremainsupportingpoints,andsomesupportingdetailsforeachmainsupportingpoint.Addatitletoyouroutline.Planning(Outlining)—theSecondStageEXERCISESPlanning(Outlining)47SampleOutlines1.ClassroomEnvironmentIntroductionwithastatementofcentralthoughtYoumaybesurprisedtofindouthowcasualAmericanuniversitiestrulyare.Americanstudents(1)usefirstnamewithteachers(2)askquestions(3)challengeprofessorsPlanning(Outlining)—theSecondStageSampleOutlinesPlanning(Outl48Planning(Outlining)—theSecondStageProfessor’srole(1)wearjeans(2)encouragestudentstoaskquestions(3)nothesitatetosay,“Idon’tknow.”Conclusionparagraph:Thelinesanddistinctionbetweenprofessorsandstudentsarediminishingasbothpartiesseekgreaterunderstandingoftheworldaroundthem.LearninginAmericanuniversitieshasbecomeajourneyinwhichstudentsandprofessorswalkside-by-sideinthequestforknowledge.Afterall,nooneknowseverything,sowemayaswellgleanfromeachotherwhilewehavetheopportunity.Planning(Outlining)—theSec49Planning(Outlining)—theSecondStage2.AmericanFamilyLifeIntroductionwithastatementofcentralthoughtTheAmericanfamilyisbasicallycomprisedoftwoparts,thefamilyandthechildren.Families(1)seldomeattogether(2)donotspendtimetogetheronweekendsandholidaysChildren(1)are“kings”(2)aredisrespectful(3)spendmoretimewithfriendsthanwithparentsPlanning(Outlining)—theSec50Planning(Outlining)—theSecondStageConclusionparagraph:ThosenewtotheU.S.maybeshockedtodiscovertheirassumptions,basedonAmericanmovies,differgreatlyfromwhattheyactuallyfind.Inanycase,nomatterhowtypicaloratypicalacountry’sfamilylifemayseemtobe,thegreatestdominatingfactorinthepreservationofanysocietyisthefamilyunit.Planning(Outlining)—
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