expository writing lesson two the six-step process dr. m. connor
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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.