Writing as a process
Pre-writing ↔ drafting ↔ revision ↔ editing ↔ Submit the paper
What do I do in the revision step??? This is when you are molding the paper into something that makes sense.
You check for
--> ideas and content, organize (outline or list),
--> what voice (humor, technical),
--> types of words used (Vocabulary, friendly use of can't or formal use of cannot).
When you are done --> Read it out loud.
* * * ONLY AFTER you have done your revision do you move on to editing. Not during and most of all NOT before * * *
What do I do in the editing step???
You check for those things you 3rd Grade teacher used mark on your paper
--> spelling,
--> capitals,
--> punctuation,
--> grammar
--> complete sentences and
--> paragraphs.
Please note you can go back to the revision step at any time. But when you do, you need to repeat the editing step.
Do Not do these two steps at the same time.
When you are done --> Read it out loud again.
Cultivating a Writer's Temperament
Tuesday, March 23, 2010
Wednesday, March 10, 2010
Writing a Topic Sentence
The methods to write a topic sentence are unlimited. I will start with the most basic method for this post. I will post other variations in another post.
1. What is the subject? Girls, peace treaties or golf courses.
2. What are you going to prove or explain about this subject?
Let's say I want to write a paper about Play Station 3.
Now I have to prove that my statement is true.
Every kid should have a "Play Station 3" because (1) it is fun, (2) it improves coordination and (3) it improves social skills.
Now I start my second paragraph with "Play Station is fun." and then say why it is fun.
My third paragraph will start with "Play Station 3 helps me improve my eye-hand coordination and then prove it.
My fourth paragraph will start with "Play Station 3 also improves my social skills."
Some times you can use "Number" words in the topic sentence to help you stay focused. This is a great tool for in-class essays and the dreaded old WPE. Those exams are looking for organization and it makes it easy for the reader as well as the writer to see the organization.
Examples:
When my family goes camping, we always stay at one of our three favorite parks.
I love jazz and I have three favorite performers who I listen to all the time.
Here is a list of number words that you might helpful:
a couple of
a number of
numerous
some
various
a few
four
plenty of
three
a myriad
many
several
two
1. What is the subject? Girls, peace treaties or golf courses.
2. What are you going to prove or explain about this subject?
Let's say I want to write a paper about Play Station 3.
Now I have to prove that my statement is true.
Every kid should have a "Play Station 3" because (1) it is fun, (2) it improves coordination and (3) it improves social skills.
Now I start my second paragraph with "Play Station is fun." and then say why it is fun.
My third paragraph will start with "Play Station 3 helps me improve my eye-hand coordination and then prove it.
My fourth paragraph will start with "Play Station 3 also improves my social skills."
Some times you can use "Number" words in the topic sentence to help you stay focused. This is a great tool for in-class essays and the dreaded old WPE. Those exams are looking for organization and it makes it easy for the reader as well as the writer to see the organization.
Examples:
When my family goes camping, we always stay at one of our three favorite parks.
I love jazz and I have three favorite performers who I listen to all the time.
Here is a list of number words that you might helpful:
a couple of
a number of
numerous
some
various
a few
four
plenty of
three
a myriad
many
several
two
Lets get some ideas
After you have figured out what it is that you are suppose to do--from the prompt, now you have to start collecting ideas.
Start writing down words that are connected to this prompt. Take a piece of paper and start writing listing, any way you want. Put those words down on the paper. Too many times I have heard students say "Oh, I'll remember those points" -- that is until you face a clean white page and suddenly you have a "brain freeze." Put it down on paper now. Especially if this is an "In class essay." Write the list on the inside cover of your blue book.
Remember: Write fast! Something about writing fast just opens the gates.
Now pick out three of the most important points. I put a circle around them. Then I start listing important things you need to know about those three points. Don't look for perfection at this time.
Example:
Bicyle Safety
Three points I could think of that are important: 1. Look for cars around you, 2. Safe places to park my bike and 3. Law says I have to have a helmet.
OK. Now I have to list some points on each item. #1 -- Look around for cars -- careful when riding on the street someone can open a car door in front of you, a car could back out of the drive way and not see you, and stop at intersections (Try to keep it at three)
#2 -- Safe places to park my bike -- a bike rack, enclosed lockers, and maybe a tree (Remember we are brainstorming. You can go back and change it later. Keep thinking!)
#3 -- Wear a helmet -- make sure it fits you, make sure you can still see without a problem, and make sure it fastens correctly.
Remember this is brainstorming -- not a time to worry about spelling or grammar. You are trying to get as much down as fast as you can. If you can only think of two things. List those two things. While you are writing you will remember more.
Don't shut the brain down trying to think of that thing, you know, that thing, darm I can't remember the name, it's on the tip of my tongue, I know it, I know it.
Stop that. If you can't think of names put down a color or shape or letter, and go on. It will come back to you.
This is not the time to worry about being neat. You are letting your brain do an information dump, and you just hope your hand can keep up with it. You are not going to use everything.
Once you have some ideas. Try to get it in three lists. Not four or five. Just three -- unless the prompt asks for more or less.
Now lets see if we can write a Topic Sentence.
Start writing down words that are connected to this prompt. Take a piece of paper and start writing listing, any way you want. Put those words down on the paper. Too many times I have heard students say "Oh, I'll remember those points" -- that is until you face a clean white page and suddenly you have a "brain freeze." Put it down on paper now. Especially if this is an "In class essay." Write the list on the inside cover of your blue book.
Remember: Write fast! Something about writing fast just opens the gates.
Now pick out three of the most important points. I put a circle around them. Then I start listing important things you need to know about those three points. Don't look for perfection at this time.
Example:
Bicyle Safety
Three points I could think of that are important: 1. Look for cars around you, 2. Safe places to park my bike and 3. Law says I have to have a helmet.
OK. Now I have to list some points on each item. #1 -- Look around for cars -- careful when riding on the street someone can open a car door in front of you, a car could back out of the drive way and not see you, and stop at intersections (Try to keep it at three)
#2 -- Safe places to park my bike -- a bike rack, enclosed lockers, and maybe a tree (Remember we are brainstorming. You can go back and change it later. Keep thinking!)
#3 -- Wear a helmet -- make sure it fits you, make sure you can still see without a problem, and make sure it fastens correctly.
Remember this is brainstorming -- not a time to worry about spelling or grammar. You are trying to get as much down as fast as you can. If you can only think of two things. List those two things. While you are writing you will remember more.
Don't shut the brain down trying to think of that thing, you know, that thing, darm I can't remember the name, it's on the tip of my tongue, I know it, I know it.
Stop that. If you can't think of names put down a color or shape or letter, and go on. It will come back to you.
This is not the time to worry about being neat. You are letting your brain do an information dump, and you just hope your hand can keep up with it. You are not going to use everything.
Once you have some ideas. Try to get it in three lists. Not four or five. Just three -- unless the prompt asks for more or less.
Now lets see if we can write a Topic Sentence.
Tuesday, March 9, 2010
Where do I start?
You start with the prompt.
That is the little blurb telling you what the writing task is, the instructions.
For Example:
"Analyze the specific reasons you prefer to ride the bus to school rather than walk."
or
"First describe the important factors a buyer must consider before buying a new car and then evaluate the car's most important safety features by concentrating on the most challenging aspects of that car."
Before you do anything, write a single word or read the provided essay or reading assignment, look at what the prompt is asking you to do. Look at the academic words (in bold) used in the prompt.
When I get a paper with a writing prompt, I always underline them so I am sure to understand what the writing assignment is asking of me. If you are doing an in-class writing test or assignment: Write down the words. You can even use those specific words or ideas when you are brainstorming. On occasion I have even used those specific words or ideas in my introductory paragraph.
Definition of Academic words:
Analyze: Break down the subject into parts and then explain what is the difference and how they might be related to each other.
Compare: This will be between two (2) separate things. You will show how they are similar as well as how they are different with details and examples. (If it is more than two things, you will be expected to rate or give value.)
Contrast: This will be between two (2) separate things but you will focus on how they are different with details and examples.
Critique: You will point out the good points and the bad points of the thing.
Define: Give a clear and accurate meaning of the subject, and provide details and examples to show that you understand the subject.
Describe: This providing a visual detail of the subject. You will tell how it looks or how the even happened. You will also provide the Who, What, Where, Why and How.
Discuss: This is asking for a complete and detailed answer which will include the main points and the important characteristics of those points.
Evaluate: This is asking for you to give value or importance of the subject. You must talk about the strength and weaknesses, the good and bad points. You are suppose to give examples and details, but you are making a judgment on its value--opinion with proof.
Explain: You give the meaning of something with facts and details to add to the understanding of the subject.
Illustrate: Make the idea you are presenting by giving clear examples.
Interpret: Explain the meaning of something you read, or discuss the results or effects of something you observed.
Justify: Give good reasons to support a decision, action or event.
Persuade: Give strong reasons in order to get someone to do or believe something; appeal to the reader's feelings and mind.
Respond: Give your overall reaction to the material read, then support your opinions with specific details and examples, always referring back to the source of your reaction.
State: Give the main points in brief, clear form.
Summarize: Just briefly cover the main points of the subject. In this response you do NOT include the personal opinions about the content.
Trace: Tell about an event or process in chronological order.
That is the little blurb telling you what the writing task is, the instructions.
For Example:
"Analyze the specific reasons you prefer to ride the bus to school rather than walk."
or
"First describe the important factors a buyer must consider before buying a new car and then evaluate the car's most important safety features by concentrating on the most challenging aspects of that car."
Before you do anything, write a single word or read the provided essay or reading assignment, look at what the prompt is asking you to do. Look at the academic words (in bold) used in the prompt.
When I get a paper with a writing prompt, I always underline them so I am sure to understand what the writing assignment is asking of me. If you are doing an in-class writing test or assignment: Write down the words. You can even use those specific words or ideas when you are brainstorming. On occasion I have even used those specific words or ideas in my introductory paragraph.
Definition of Academic words:
Analyze: Break down the subject into parts and then explain what is the difference and how they might be related to each other.
Compare: This will be between two (2) separate things. You will show how they are similar as well as how they are different with details and examples. (If it is more than two things, you will be expected to rate or give value.)
Contrast: This will be between two (2) separate things but you will focus on how they are different with details and examples.
Critique: You will point out the good points and the bad points of the thing.
Define: Give a clear and accurate meaning of the subject, and provide details and examples to show that you understand the subject.
Describe: This providing a visual detail of the subject. You will tell how it looks or how the even happened. You will also provide the Who, What, Where, Why and How.
Discuss: This is asking for a complete and detailed answer which will include the main points and the important characteristics of those points.
Evaluate: This is asking for you to give value or importance of the subject. You must talk about the strength and weaknesses, the good and bad points. You are suppose to give examples and details, but you are making a judgment on its value--opinion with proof.
Explain: You give the meaning of something with facts and details to add to the understanding of the subject.
Illustrate: Make the idea you are presenting by giving clear examples.
Interpret: Explain the meaning of something you read, or discuss the results or effects of something you observed.
Justify: Give good reasons to support a decision, action or event.
Persuade: Give strong reasons in order to get someone to do or believe something; appeal to the reader's feelings and mind.
Respond: Give your overall reaction to the material read, then support your opinions with specific details and examples, always referring back to the source of your reaction.
State: Give the main points in brief, clear form.
Summarize: Just briefly cover the main points of the subject. In this response you do NOT include the personal opinions about the content.
Trace: Tell about an event or process in chronological order.
Saturday, March 6, 2010
Welcome
So many people think writing is too hard and they can't do it.
The idea that they have to sit down and write a paper just scares them to death, well not real death, just sweaty palms, trembling legs and a pounding chest. Believe me, I have seen some of our star basketball players do just that when they come in the Tutoring Center in desperate need of help. You know the guy. He has to get the right grade on his next paper or he's off the team.
Yet this very same struggling writer has no trouble sitting down next to his buddy and start talking about last night's football game, or describing those cool tires and with matching rims he saw in the parking lot this morning.
Writing and storytelling have many of the same rules. (Even the most scholarly report is a type of storytelling.) The most important rule to remember is: If you can carry a conversation with a person, you can do this.
I taught writing to middle and high school students. I have also taught college students and tutored in the "Writing Center." Some of my students were preparing for the dreaded "WPE," the exam they need to pass before they can get their Degree, and we got it done.
You would be surprised how many students do not know how to write the basic paper -- the old "Five Paragraph Essay," or a contrast and comparison essay, or about writing logic and grace, or even basic grammar tricks.
I decided to do a blog about the points I found most useful, so anyone can pull up this information when they really need it.
You know the one. She didn't listen to the instructor and now she is struggling in the middle of the night just hours before the paper is due and needs a helpful hint or two.
I hope this will be a good place for her to look. No promises. If she doesn't have the basic meat of her paper, she's out of luck coming to this blog.
I want to help students with "How to put this in to an acceptable structure."
I also want to help the student who just never knew about structure to begin with--and believe me, you are not alone. I also want to help the student who doesn't know what is missing in his or her education? If the student knew, he would fix it. Maybe I can help with that.
Well lets get started.
The idea that they have to sit down and write a paper just scares them to death, well not real death, just sweaty palms, trembling legs and a pounding chest. Believe me, I have seen some of our star basketball players do just that when they come in the Tutoring Center in desperate need of help. You know the guy. He has to get the right grade on his next paper or he's off the team.
Yet this very same struggling writer has no trouble sitting down next to his buddy and start talking about last night's football game, or describing those cool tires and with matching rims he saw in the parking lot this morning.
Writing and storytelling have many of the same rules. (Even the most scholarly report is a type of storytelling.) The most important rule to remember is: If you can carry a conversation with a person, you can do this.
I taught writing to middle and high school students. I have also taught college students and tutored in the "Writing Center." Some of my students were preparing for the dreaded "WPE," the exam they need to pass before they can get their Degree, and we got it done.
You would be surprised how many students do not know how to write the basic paper -- the old "Five Paragraph Essay," or a contrast and comparison essay, or about writing logic and grace, or even basic grammar tricks.
I decided to do a blog about the points I found most useful, so anyone can pull up this information when they really need it.
You know the one. She didn't listen to the instructor and now she is struggling in the middle of the night just hours before the paper is due and needs a helpful hint or two.
I hope this will be a good place for her to look. No promises. If she doesn't have the basic meat of her paper, she's out of luck coming to this blog.
I want to help students with "How to put this in to an acceptable structure."
I also want to help the student who just never knew about structure to begin with--and believe me, you are not alone. I also want to help the student who doesn't know what is missing in his or her education? If the student knew, he would fix it. Maybe I can help with that.
Well lets get started.
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