THE READING PROCESS | |
Becoming a Strong Reader | |
Get an Overview of the Selection | |
Deepen Your Sense of the Selection | |
Evaluate the Selection | |
Ellen Goodman, Family Counterculture | |
THE WRITING PROCESS | |
Getting Started Through Prewriting | |
Observations About the Writing Process | |
Use Prewriting to Get Started | |
Keep a Journal | |
Understand the Boundaries of the Assignment | |
Determine Your Purpose, Audience, Tone, and Point of View | |
Discover Your Essay's Limited Subject | |
Generate Raw Material About Your Limited Subject | |
Organize the Raw Material | |
Activities: Getting Started Through Prewriting | |
Identifying a Thesis | |
What Is a Thesis? | |
Finding a Thesis | |
Writing an Effective Thesis | |
Tone and Point of View | |
Implied Pattern of Development | |
Including a Plan of Development | |
Don't Write a Highly Opinionated Statement | |
Don't Make an Announcement | |
Don't Make a Factual Statement | |
Don't Make a Broad Statement | |
Arriving at an Effective Thesis | |
Placing the Thesis in an Essay | |
Activities: Identifying a Thesis | |
Supporting the Thesis with Evidence | |
What Is Evidence? | |
How Do You Find Evidence? | |
How the Patterns of Development Help Generate Evidence | |
Characteristics of Evidence | |
The Evidence Is Relevant and Unified | |
The Evidence Is Specific | |
The Evidence Is Adequate | |
The Evidence Is Dramatic | |
The Evidence Is Accurate | |
The Evidence Is Representative | |
The Evidence Is Documented | |
Activities: Supporting the Thesis with Evidence | |
Organizing the Evidence | |
Use the Patterns of Development | |
Select an Organizational Approach | |
Chronological Approach | |
Spatial Approach | |
Emphatic Approach | |
Simple-to-Complex Approach | |
Prepare an Outline | |
Activities: Organizing the Evidence | |
Writing the Paragraphs in the First Draft | |
How to Move from Outline to First Draft | |
General Suggestions on How to Proceed | |
If You Get Bogged Down | |
A Suggested Sequence for Writing the First Draft | |
Write the Supporting Paragraphs | |
Write Other Paragraphs in the Essay's Body | |
Write the Introduction | |
Write the Conclusion | |
Write the Title | |
Pulling It All Together | |
Sample First Draft | |
Harriet Davids, Challenges for Today's Parents | |
Activities: Writing the Paragraphs in the First Draft | |
Revising Overall Meaning, Structure, and Paragraph Development | |
Strategies to Make Revision Easier | |
Set Your First Draft Aside for a while | |
Work from Typed or Printed Text | |
Read the Draft Aloud | |
View Revision as a Series of StepsEvaluate and Respond to Instructor Feedback | |
Peer Review: An Additional Revision StrategyEvaluate and Respond to Peer ReviewRevising Overall Meaning and Structure | |
Revising Paragraph Development | |
Sample Student Revision of Overall Meaning, Structure, and Paragraph Development | |
Activities: Revising Overall Meaning, Structure, and Paragraph Development | |
Revising Sentences and Words | |
Revising Sentences | |
Make Sentences Consistent with Your Tone | |
Make Sentences Economical | |
Vary Sentence Type | |
Vary Sentence Length | |
Make Sentences Emphatic | |
Revising Words | |
Make Words Consistent with Your Tone | |
Use an Appropriate Level of Diction | |
Avoid Words That Overstate or Understate | |
Select Words with Appropriate Connotations | |
Use Specific Rather Than General Words | |
Use Strong Verbs | |
Delete Unnecessary Adverbs | |
Use Original Figures of Speech. | |
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