1 process essay. 2 life is a process essay (cognitive & social development)
TRANSCRIPT
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PROCESS ESSAY
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Life is a
PROCESSESSAY
(cognitive & social development)
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PROCESS ESSAY
*BRIEF DEFINITION:o the careful, detailed explanation of a
particular procedure
*TYPES of PROCESS-ANALYSIS: o DIRECTIVE: how to perform a task
o *you will write this type of process essayo how to change of flat tire
o INFORMATIVE: explain how something workso how the gulf stream works
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TRAITS
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Process Essay VS
First 3 Essays
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PROCESS ESSAY vs. FIRST ESSAYS
*DESCRIPTIVE:
o dominant impressiono sense details with similes (to support DI)o arranged spatiallyo pan like a camera
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PROCESS ESSAY vs. FIRST ESSAYS
*ILLUSTRATIVE:
o reasons, proof, examples o supported by stats, anecdotes, instanceso arranged logically, emphatically o emphatic order—save the best for last
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PROCESS ESSAY vs. FIRST ESSAYS
*NARRATIVE:
o narrative details of a moralistic storyo arranged chronologicallyo linear time sequence—beginning, middle,
end
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PROCESS ESSAY vs. FIRST ESSAYS
*PROCESS-ANALYSIS ESSAY:
o detailed steps in a processo arranged chronologicallyo step by step by stepo use description, narration, illustrationo use transitions between steps
o AND…..
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YOU, YOU, YOU
* The Process Essay is the only one in which you are directly addressing the reader, so get all the you’s out of your system now.
o you, you, you, you, you o “you are” o “you’re” is NOT allowed (no contractions)o “UR” is NOT allowed (no text-messaging lingo)o “your” is allowed
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POV
“YOU”o 2ND-person POVo directly addressing the reader
“I”o 1st-person POV (*more informational process essay)o speaking from personal experience (*more Narrative)
“YOU” with “I” (*recommendation*)o directly addressing the reader (“YOU”)o offering personal examples for illustration (“I”)o “For example, I prefer to add my fabric softener at
the end of the third cycle.”
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INTRODUCTION
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INTRODUCTION
**SCENARIO:
o Create a context for this process o What situation would dictate the reader
needing to know how to perform this task?o Why should the reader know how to do this
activity?o purpose: answer the “so what?!” factor
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INTRODUCTION
*OVERVIEW:Now that you have gained our interest and
created a need by virtue of the scenario, now tell us exactly what we are in for in an overview of the entire process—
o How many steps?o What is the difficulty level?o How long should it take?o Divide into recognizable partso Describe the result (sense details; “After following my
easy, five-step process, you will have safely, properly changed your flat tire.”)
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INTRODUCTION
**PURPOSE STATEMENT:o like a thesis statemento what essay will concern o why readers should doo combine “overview” with your purpose to
get a thesis statement:
purpose: answer the “so what?!” factor
In six easy steps that should take you approximately ten minutes, you can create a
new, exciting, flattering look for yourself.
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INTRODUCTION
*PURPOSE STATEMENT*
**DO NOT ANNOUNCE:o Rather than “I am going to tell you how to
make this” OR “In this essay I will show you how,”
o Write “If you follow this easy six-step process, you will be able to create…”.
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INTRODUCTION
*EXAMPLES OF CREATING A SCENARIO & INTRODUCING THE TOPIC:
o Have you ever been driving home late at night on a dark, deserted road out of cell phone range when you felt the car pulling sharply to one side and you heard the unmistakable thumping sound of a flat tire?
o End Intro with Purpose Statemento BODY’s 1st sentence: The first step in
changing a tire is to….
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BODY
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BODY
*COHERENCE:
o *CHRONOLOGICAL ORDERo *TRANSITIONS
o first, then, next,o * “First, get the….” AND “Next, use the…”
(vs.) “The first step is to…” AND “The next task involves…”
o *SUBORDINATING CONJUNCTIONSo after, before
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BODY: Transitions
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BODY: Transitions
I. COHERENCE:
o In the end, you want your essay to be a unified whole--a strong link chain, if you will.
Coherence, the technical term for this
chain effect, points to not only the
logical flow of ideas, but also the interconnectedness of ideas. In other words, coherence measures how well the ideas relate to each other. This is where transitions come in: they help build coherence.
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BODY: Transitions
II. NO SENTENCE IS AN ISLAND.
o Incoherent writing is characterized by short, choppy, unrelated sentences. The writer has not demonstrated any relationships between ideas: each desert-island-sentence floats in the ocean-paragraph with no bridge connecting any of them. Consequently, just like someone stranded on an island, the idea soon shrivels and dies.
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BODY: Transitions
o Transitions are the bridges between sentences that connect ideas and build a unified paragraph. Some of the relationships they show include cause or effect, comparison or contrast, emphasis, sequence, and summary.
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BODY: Transitions
o When each paragraph becomes a cohesive whole, then we use transitions to connect each of them, too. In order to build a larger point throughout the essay, we can employ transitions between paragraphs to reference, contrast, or continue a previous idea.
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BODY: Transitions
o Thus, the final essay represents a series of associations, of relationships, of links--of bridges--between ideas. Because of this interconnectedness, the writer's thesis is logical, sound, and coherent, and the reader can easily follow the course of the argument, crossing from one point to another.
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BODY: Transitions
o To carry this metaphor to its (merciful) conclusion: transitions provide the valuable infrastructure necessary for a reader to travel uninterruptedly between each of the island-states (ideas), and the final unified essay created with them has become like a centralized form of government uniting a group of island-states under one flag (thesis, argument, point).
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BODY: Transitions
III. LINK:
o Transitions provide links between the following: o SENTENCES: Also, the temperature of the
oven must be set on high to achieve this goal. o PARAGRAPHS: Another reason I dislike
Mondays involves highway traffic.o SECTIONS: As noted in the previous
chapter, the theme of equivocation dominates Shakespeare's Macbeth.
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BODY: Transitions
IV. FORMS:
o Transitions often come in the following forms: o SUBORDINATING CONJUNCTIONS: since,
because, if, when, althougho COORDINATING CONJUNCTIONS: and, but,
yet, or, nor, for, soo PREPOSITIONS: after, during, behind,
beyond, duringo ADVERBS: once, never, always, frequently
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BODY: Transitions
V. Transitions for the Process-Analysis Essay:Time and Sequence/Order
o First, second, thirdo Next, then, finally, lastlyo After, afterwards, following, o At this time, at this pointo Simultaneously, concurrentlyo Subsequently, while, meanwhileo When, during, immediately, now, later, in the
future, earlier, sometimes, always, never, whenever, once
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BODY: Transitions
* Examples of transitions in a process essay:
1) First, pull off the road a safe distance from any possible traffic, and park on a flat surface.
2) Next, put the car in park and put on your emergency brake.
3) Then, after you activate your four-ways, you must gather all the necessary equipment, such as a flash light, crow bar, jack, and, of course, spare tire. All these items should be located in your trunk.
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BODY: Transitions
o The latter sentence actually employs 2 chronological transitions: “then” and an introductory subordinate clause that begins with “after.” While both indicate time, the second allows you to put 2 steps into 1 sentence, and it tells you the order these 2 steps are to be performed.
o Also, you noticed that these transitions appeared at the start of their sentences. Typically, this is good practice, for it enumerates each step and makes it easier for the reader to follow along. However, their position can be as fluid as that of most adverbs:
o Pull off the road first, at a safe distance from traffic, and park on a flat surface.
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BODY: Transitions
VI. PITFALLS of These Transitions:
1) The List: your essay resembles a recipe card on which your steps are numerically listed.
o 1)o 2)o 3)
2) The Ad Naseam: you abuse the sequential transitions. “First, second, third, …twenty-third!”
3) The M*A*S*H Mistake: improper chronology
M*A*S*H: “The Army-Navy Game”
o Set-up: An unexploded shell lands in the middle of the compound, and the surgeons have to disarm the weapon.
Henry, the commanding officer,
reads directions from behind the cover
of mattresses to the two surgeons.
Trapper and Hawkeye are the two surgeons who have to “operate” on the bomb. At this point, they have successfully removed the access panel and are now at the infamous wire-cutting stage.
o HENRY: "And carefully cut the wires to the fuse at the head.”
o NARRATOR: Trapper cuts the wire.
o HENRY: "But first remove the fuse.“
o NARRATOR: Everyone exchanges panicked looks; Trapper listens to the bomb with a stethoscope.
o TRAPPER: "Psst. Psst.”
o HAWKEYE: "You spring a leak?“
o TRAPPER: "It stopped ticking.”
o HAWKEYE: "Let's get the hell out of here. We've only got 2 and a half minutes, maybe."
M*A*S*H: “The Army-Navy Game”
BOOM!
Luckily, it is only a CIA propaganda bomb.
M*A*S*H: “The Army-Navy Game”
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BODY
*STEP-BY-STEP:
o assume nothingo presume your audience = NOVICESo reader knows nothing about your topico reader has never performed this task before
o DIRECTIVE (how-to, technical writing)
vs/
INFORMATIVE (close to narrative)
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BODY
*THIS IS AN ESSAY, SO…
o *NO LISTS*o *NO RECIPES (keep in essay format)o *do not forget the ARTICLES (a, an, the)o *do not forget the INTRODUCTION &
CONCLUSION paragraphs
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BODY
*DETAILS:
o * STEP #1: gather all materials 1st (items should NOT just magically appear in the middle of the process)
o * “HOW EXACTLY” (don’t skip over steps; the devil is in the details)
o use DESCRIPTIVE DETAILSo since this is not necessarily a 5-paragraph
essay, group steps into related PHASES/STAGES
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BODY
*FLAVOR:
o make PERSONAL SUGGESTIONS or PREFERENCES (if no specific brand/flavor is required) (i.e., amount of salt)
o make TIPS (better use a pot holder)o give SPECIFIC INSTANCE if “it depends”o briefly explain the REASON for a step if it is
not obvious (do this to prevent a mess)
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BODY
*GRAMMAR:
o spell “INGREDIENTS” correctlyo no “THINGS” (steps, tasks) (items, utensils)o 350 degrees (not the symbol for degrees)o medium-sized pan (hyphen, -ed)o “THEN” = not a conjunction (use “, and then”)o COMMAS (“Introductory subordinate clause,”)
(between two I.C. joined by a C.C.)o COLONS (“First, gather the following
ingredients: milk, sugar, and flour.”)
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CONCLUSION
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CONCLUSION
*CONSIDER THE PROCESS AS A WHOLE:
o repeat/reference the PURPOSE of your process (why did you tell us how to do this) (scenario)
o Process-as-a-whole: o #/difficulty of stepso *total TIME of processo *describe the FINISHED PRODUCT (smells,
taste, sight, feel, sound)
o CLINCHER SENTENCE
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LITMUS TEST
*** CAN THE READER DO IT? ***
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TOPICS
related tocognitive & social
development
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TOPIC PROMPTS
*PERSONAL PROTECTION:o How to handle inappropriate and/or
unwanted sexual advances at work, school, social setting
o How to defend yourself if attackedo How to determine that you are in and/or how
to leave an abusive relationshipo How to catch your significant other cheatingo How to get a PFAo How to win a custody battle
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TOPIC PROMPTS
*PERSONAL IMPROVEMENT:o How to quit smoking o How to determine that you have a
drug/alcohol problem AND how get help with ito How to deal with the death of a loved oneo How to start overo How to begin a diet, exercise regimento How to train for your first 5k, 5-miler…o How to perform a basic dance step o How to find a new apartment/house
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TOPIC PROMPTS
*PERSONAL MAKE-OVER:o How to give yourself a manicure, pedicureo How to prepare a special bubble bath, facialo How properly to wax, tano How to cut, treat, wash, perm, highlight your
hairo How to have a tattoo removedo How to buy a used or new car
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TOPIC PROMPTS
*PERSONAL EDIFICATION:o Take Notes o Studyo Prepare for a Test, Mid-Term or Final Examo Prepare for a Job Interview o Create a RÉSUMÉo Deal with Stress (in a healthy manner)o Deal with a Death in the Family (and school)
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TOPIC PROMPTS
*PERSONAL OCCUPATION:o Job Orientation/Trainingo As if you are training someone on his/her
first day on the jobo How to total the register, scan, waitress, bus
tables, prepare dishes, create a display, unload a truck, stock shelves, stack a pallet, bundle cardboard…
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TOPIC PROMPTS
*PERSONAL INDISCRETION: On the Dark Side:o How to plagiarize (and not get caught)o How to cheat on a testo How to cheat on your significant othero How to tell a lieo How to commit the perfect crime/murdero How to get out of a speeding ticketo How to file for ARDo How to fail a particular course
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FINAL HINTS
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FINAL HINTS
*REMEMBER, this is an essay and not a recipe, SO…
o essay format, no lists (does NOT look like a recipe card)
o when gathering supplies, write as items in a series (not as a list, not as a recipe card)
o “After doing that step, you will need to gather the following materials: x, y, and z.” (notice the colon after “the following”; do not use a colon after a Linking Verb)
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FINAL HINTS
o Commas, especially after “Intro Stuff”o Less explanation and more direction
o Do not spend too much time justifying the step or the process at the expense of telling us how to actually perform the task
o Introduction with process-as-a-wholeo Conclusion with process-as-a-whole (time,
number, difficulty of steps) and describe final product (sense details)
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PREWRITING
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PREWRITING
1) LISTS:
3 tasks done at work each time
3 technical/electrical/mechanical skills
3 tasks you have done for yourself lately
3 weekly chores
3 foods you like to make
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PREWRITING
2) STEPS:
Brainstorm.
List every step in the process.
Number the steps in chronological order.
List related sense details.
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PREWRITING
3) BEFORE YOU WRITE:
Do the process yourself.
Details are then fresh in your mind & you will not skip any steps.
Plus, suggestions make themselves apparent.
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SAMPLE PROCESSES
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How to Change a Flat Tire www.americredit.com/.../Learn2ChangeFlatTire.htm
1
2
3
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How to Change a Flat Tire
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6
5
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How to Make MACARONI & CHEESE
STEP
#1
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STEP #2
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STEP #3
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STEP #4
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STEP #5
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STEP #6
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STEP #7
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CONCLUSION
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OTHER PROCESSES
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OTHER PROCESSES
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HOW TO BE A STARLOOK, SOUND, PLAY, SMELL, TALK or SING
COUNTRY,
BLUES,
ROCK’N’ROLL,
GOTH,
PUNK,
GRUNGE,
RAP,
HIP-HOP,
’80s HAIR BAND, ….