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UNIT ONE
THE PARAGRAPH
 Writing
• To learn the stages of the writing procs

• To pi techniques br generating ideas

• To understand the di flerence between
revising and editing
 Getting Started
I Responding to an Image
Look at the photograph and discuss these questions with your class or in a small group.

1. Think about your history as an academic writer. How often have you been asked to submit
essays in English to an instructor for evaluation, as the student(s) in this photograph are
doing? What kinds of assignments have you been given?
2. Have you submitted essays or other academic assignments in a language other than
English? What do you like about academic writing and why? What do you dislike and why?

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j Journal Writing
A journal is a place for you to record your observations and reflect on them.
In ‘our journal, you may describe a conversation you overheard or an unusual
occurrence you witnessed. You might describe how this connects to your own life.

Writing iii your journal is a way of thinking in writing—a way for you to explore
and discover what you think. It can also serve as a storehouse for future writing
material. When you get a writing assignment, you can look back in your journal fir
topics, ideas, and materials to get you started.

Chapter 1: The Writing Process 3

 Your teacher may assign topics br your journal, such as:

• responding to a reading passage.

• reflecting on your writing process.
• prewriting in irL’paration for another assignment.

In your journal writing, yu will focus on ideas and insight. Write as much as
you can, allowing your mind to make connections. Do not worry too much about
grammatical correctness or style. Focus on recording what you think.
Choose one of the following topics and then write in your journal for about
20 minutes:
1. Describe yourself as a writer. What kinds of things do you like to write about?
What do you dislike? What is hard br you? Easy?
2. Tell about your most successful writing experience. When did you write
something that you were particularly proud of? What does this experience
tell you?
3. Recall an unusual occurrence you witnessed recentlyc What happened?
Why was it unusual?

The Process of Writing

This book is designed to help you become a better writer. In the following
chapters, you will fiwus on wriling paragraphs and essays by using different
patterns of thinking. In this chapter, however, you will focus on the process
of writing. Writers go through a general sequence of stages called prewriting,
drafting, and revision. You will work through these same stages as you complete
your paragraphs and essays.

Prewriting: Generating Ideas

Writing is frustrating when you cannot think of anything to say about a topic.
In this section, you will learn a number of strategies and techniques br generating
ideas. Use these techniques when you first begin to think about your topic and then
anytime you feel your flow of ideas is drying up.

4 Refining Composition Skills

 Brainstorming
A brainstorm is a sudden insight or connection. Brainstorming is a way to
associate ideas and stimulate thinking. To brainstorm, follow these steps:
• Start with a word or phrase, and flr a set period of time, write a list of ideas
as quickly as possible, putting down whatever comes to mind.
• 11)110W you r thoughts without looking back or organizing.
• After the set time is up, loolc over your list for related ideas.
Related ideas may suggest a topic you can write about. Use brainstorming to fhcus
on a particular topic or to develop an essay in progress.
Study this example of a brainstorm. The writer has checked the ideas she could
use to write a physical description oilier grandmother.

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/ wr[nkIcH / Hflfl
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(:Irn (:1(1190, y(;I)wcIlr: un 0 kiH Hon
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EXERCISE 1 As a class, choose one or two of the following general topics. Then brainstorm on your own
about the topic loris minutes. Arrange related ideas in groups. Compare and contras
t
your groups with those of your classmates to see how different writers explore differe
nt
aspects of a topic.
family a problem a sport or game
travel a memory television
education a fear automobiles

Frcewri ting
Preewriting is writing without stopping. It means writing whatever comes
to your
mind without worrying about whether the ideas are good or the grammar is correct.
When you fret-write, follow these suggestions so that you do not interrupt the flow of
your ideas:
• Set a goal, such as a time limit of 15 minutes or a number of pages in your journal. Then
write continuously until you reach your goal.
• Do not censor any thoughts or insights or cross anything out.
• After you have linished, reread what you have written, and look for interesting ideas
that
might lie useful to you in your writing.

ChapLer 1: ‘11w Writing Process 5

 Read this e\ample of freewriting about a vivid nieinory.

1
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I remember a time I got Iot. I was a little giH—maye seven
H years. Gone shopping with my family- my parents were doing
C
1
something—I don’t remember what, and I walked away—I don’t
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know why. Maybe I saw something or I got bored. Then Ijust
Cr rememker sitting on the counter y the sales clerk and I was
C-’
crying. I was wearing a Hue dress and new shoes. Stared at
ct H them. The clerk was talking to me and saying things like d.on’t
C 1 worry, it’s OK. we’ll fnd your mama. mat’s all I remember. I dont
C •1 remember if my parents found me or what—I guess they did,
I don’t know how they noticed I was gone.
C

EXERCISE 2 Choose one of the following topics and then freewrite for five minutes.
a recent trip the environment
a family member or friend your job
a familiar place in early memory
a custom in your family a site you have visited or want to visit

Asking 14/h- Questions

When newspaper reporters write articles, they try In answer WI;— questnms in the
hrst sentence of the report: who, what, when, where, why, and how. You can use these
same questions to generate material for your writing. Asking these (IUe.stiOl]s allo%s you
to see your topic tn)m dillerent points ot view and to clarity your position on the tojuc.
Here are examples of WI;- questions used thr generating ideas. The writer started
with a sentence containing the hare hicts he wanted to write about and then developed
a number of WI;— questions about each flict. After completing his list of questions, he
answered them. 1-Ic used the information generated in his answers to write his essay.
My uncle WdS laid off from his job at the hospital last April because of
the rece5sion.
1. Who is my uncle really? What kind of a person is he? What do
people think of him?
2. What happened exactly? How and when did it happen? Why?
Who was present? What did my uncle say when he found out?
3. Where did my uncle work? Where is this place? What do I know
about the location? What department did he work in? What did
he do there?

6 Refining Composition Skills

EXERCISE 3 Choose one of the topics listed in Exercises 1 or2 or choose your own topic. Then write as
many Wh- questions as you can on the topic and answer them.

Clustering
Clustering is making a visual map oF your ideas. It may allow you to think more
creatively and make new associations. 1-lure is how Lu do it:

• Begin with your topic circled in the iii iddle of a sheet of pap’r.
• Draw a line out from the circle and then write an idea associated with the topic in a new circle.
• Draw lines and then write ideas associated with the new idea.
• Continue to map or cluster until you have many associations.
• Study your map to hnd new associations about your topic and to see the relat ionslup
between ideas. The graphic may reveal a connection you had not thought about belore.
1-lere is an example of clustering that the writer could use to develop an essay about the benerits
or probleins with advertising.

ILi1).csII[)1i1 it
1tvs1,I}itrs iiici

Chapter 1: The Writing Process 7

 EXI WISE 4 Choo”’’’’’ nit topics istvd ii I xvrcises 1 or 2 or choose your
1
own topic.Then use
j i to map your ideas about it. Start with you
r topic in the middle of the pag
k out from then. e anI

CONNECT To Tiff INTERNET

a visual learner? Sonic writers find that looking
at a photograph or
iii .i i helps them to gel si ailed writing. To find a wid
e variety of images to help you
1wntte ideas for vi’itmg, go to your favori
te Internet search engine and see
ill “images” link. Search br you hit has
r writing topic and browse through
search psotliit&’s. the images your

tie or more of the images you find to clas

s and then exchange images wit
.1 pot ncr Use the prewnting technique of h
your choice to generate ideas abo
art ncr’s image fir five or ten minutes. ut your

Planning
After writers have generated ideas
about their topics, they ftcus the
main point and then develop a rou ir ideas on a
gh plan for the paragraph or ess
to write. In the chapters that fl flow ay they are going
, you will learn how to l&us ide
sentences. You will also study how as in controlling
to effectively organize and develo
p ideas.

Drafting
Drafting is the actual writing of
the paragraph or essay. Once you
material and made a rough plan, have gathered
you are ready to follow the plan
writing your first draft, locus on get and write. While
ting your meaning clown on pap
overly concerned with grammatic er; do not he
al correctness at this stage. Depen
length of the piece of writing, you ding on the
may write it in one or several sitt
ings.

Revision
The first draft of a piece of writin
g is really just a place to start. Succe
know that revision usually takes mo ssful writers
re time than drafting. Revision
parts: revising, or changing the con consists of’ two
tent and organization of the paragr
and editing the sentences and wo aph or essay,
rds for correctness and accuracy.
Re vis in g
Revising is really rethinking or res
eeing your paper. During prewritin
drafting, you are finding ideas and g and
getting them down without judgin
you revise, you must evaluate you g them. When
r writing.
It is also helpful to ask someone
else, such as a classmate, to read
anti give you feedback. For this pur your first draft
pose, you will find “Peer Review
Worksheets” in
8 Reli ning Composition Skills
 Appendix 1 and on the companion website. Use these to respond to each others
writing. The following are guidelines for being an elective peer reviewer:
1. Think of the writing as a work in progress.
2. Think of yourself as a coach or guide, not a judge.
3. Look at the big picture. Do not just flicus on grammatical or spelling errors.
4. Comment on what the writer has clone well. Be specific.
5. Comment on the weak parts of the writing. Be specific.
6. Be honest but tactful in commenting on the writing.

Your teacher may also give you feedback on a draft. Once you have received
feedback, you can decide what ]cinds of changes to make. Following are the major
ways you will revise:
1. Add material to support your ideas or acid sentences and phrases to connect ideas.
2. Cut parts that are not relevant to the topic or that repeat what has already
been said.
3. Replace parts you have cut.
4. Move material around to change the order (If sentences or paragraphs.
the “Composition Skills” section of each chapter, you will study ways to revise
orove your drafts.

the final stage of the writing process. Once you are basically satisfied
with th .,tent ot your paper, you will want to turn your attention to the lorm
and expression of your ideas. At this point, you may need to rephrase or edit some
of your sentences. Rephrase any sentences that are not clear or precise. Finally,
check your sentences to make sure they are grammatically and mechanically correct.
Catching your own mistakes is a skill that requires much practice. Most chapters
include a short editing exercise to help you develop this skill. You can also refCr to “Unit 3:
Refining Grammar Skills” Ihr help with grammar lorms that are challenging for you.
As a last step, proofread your paper. Read the paper to find any remaini rig
errors in grammar, spelling, mechanics, or punctuation. Remember that the writing
process is flexible. You do not move through the stages of the process in a rigid,
lockstep fhshion. Instead, you will move back and hrth between the stages, perhaps
going back to prewrite for some more material after you have revised or rewriting a
paragraph that you Ii ave just drafted.
Discover the best way for you to prewrite, draft, and revise. Some people
spend more time prewriting than others; some people spend more time drafting
and revising or editing. There is no one right way. As you continue to refine your
composition skills, you will develop your own individual method.

Chapter 1: The \\ riting Process 9