PUTTING IT ALL TOGETHER: PARAGRAPHING AND PEER REVIEWUnit 6 Seminar

GOALS

The goal of this presentation is to provide students with an overview of and tools for writing drafts of the informative essay.

Students should begin drafting the essay right away. Use your outline and course materials.

GOALS, CONTINUED . . .

Please do not procrastinate.This writing process is just that, a process. A project begun a day or two before it is due typically has not had the time to move through the writing process.

HOW DOES AN OUTLINE BECOME A DRAFT?

The outline divisions represent paragraphs in the essay.

The outline has five levels (I-V), and the essay has five paragraphs: the introduction paragraph that ends with the single thesis sentence (topic + key points = thesis), the three body paragraphs that approach one thesis point each, and the conclusion paragraph that begins with a thesis restatement and wraps up the essay’s major ideas.

STEP 1: REVIEW THE BIG PICTURE This essay will be informative, not

persuasive. The essay must have a solid informative

thesis sentence with three key points that are the foundations for the three body paragraphs.

Each body paragraph has three parts: a topic sentence, supporting sentences, and a closing sentence.

STEP 2: TAKE A LOOK BACK The units we have covered have been

preparing us for this drafting. Everything has been a part of the writing

process for our Unit 9 final project. Drafting is part of the writing process, too.

STEP 2 CONTINUED . . .

Review the Unit materials. The course is a whole that is made up of

parts of a process. If students do not read the materials, they

often feel lost. I never want my students to feel lost, but you must do the heavy lifting yourself. The course materials, writing center, your peers, and I are all here to support your efforts.

STEP 3: WRITING IS DRAFTING One Reading link for this week is called

“Getting Started on a Draft: Cures for Writer’s Block.”

In this Reading document, many ideas appear that can help students as they begin writing the essay.

The next few slides—with apologies—contain some “do not” rules for drafting as discussed in the “Getting Started . . .” link.

These rules are very important and deal with the writing process.

STEP 4: RESEARCH IS NOT DRAFTING

In other words, do not do the bulk of your research while you are drafting. Research is a separate step and should be completed before drafting. The outline required the research you need to write the draft.

You may need to hunt for additional information while drafting, but most of your research should already have been done for the outline.

STEP 5: DON’T MIX UP PARTS OF THE PROCESS You should have your thesis with key

points in place for the draft. You may change the thesis and points as

you draft, but you should have some initial points in place.

The thesis should be in place by now. If you do not have a thesis with key points, e-mail your instructor with specific questions.

DON’T MIX UP STEPS CONTINUED . . . From the Unit 4 Link:

* “Do not write a sentence and then revise it before writing the next sentence. This is the least efficient way to draft.” * Why? You are spending time revising information that you may later delete. It's wasted energy. Write first, then go back and revise.

STEP 7: WRITE THE BODY PARAGRAPHS FIRST

If you have a thesis with key points, you can create the three body paragraphs you need.

Consider the purpose of the introduction and conclusion. As the writer, shouldn’t you “meet” the body of your paper before you introduce it to someone else or make conclusions about it?

This “body-paragraphs-first” technique can help you write a stronger introduction and conclusions.

Thesis and body paragraphs FIRST.

STEP 8: BUDGET TIME

Decide before you sit down to write what you wish to accomplish during that writing session. Will you complete one body paragraph? Will you work on a first draft of the entire body?

Here’s the bottom line: We all know we make time for the things that are important to us. This draft is important. Staying focused on the course is important. The success achieved from doing both is important!

STEP 9: INTRODUCTIONS AND CONCLUSIONS Consider that each of these paragraphs has

three functions. In brief, the functions are as follows:

* Introduction: Engage attention, provide background and definition of topic, and state thesis in a single sentence at the very end of the paragraph.* Conclusion: Restate thesis (not the same sentence), wrap up major ideas, close the essay while keeping the reader engaged.

This link can help: http://kucampus.kaplan.edu/Platform/AcademicSupport/AcademicSuccess/PeerTutoring/Writing/pdf/process/Introductions_and_Conclusions.pdf

STEP 10: REVISION Many revision issues exist, but divide revising

tasks into three basic divisions:* Revise sentences for content (ideas)* Revise for grammar; proofread aloud.* Revise for APA. Check each citation and

reference item for APA format. Remember to focus on the sources you are using. Avoid overwhelming yourself with information you don’t need right now.

You may generate many drafts! The more you draft, the better the chance of catching errors and making the essay stronger.

STEP 11: SCHEDULE YOUR TIME

Make a schedule for drafting and stick as closely to it as possible.

Do not write the entire essay in one sitting. You can do it all if you begin now!

REMEMBER THE PROCESS . . .

The most common way students get “lost” in the essay is by not following the process for writing.

The topic, thesis, and outline have been parts of this process.

The draft and receiving feedback will be important parts of the same process; all this work is connected.

Take time to make time; create a schedule for your work so that you can juggle all the responsibilities in your life.

Ask for help when you need it! Your instructor is eager to help, but many times cannot help on the day before a project is due because there is not enough time.

Also use the Kaplan Writing Center as part of your writing process from beginning to final draft.

DRAFTING

Reminder: The informative essay educates; it does not persuade.

Let’s look at how one student organized her work.

On the next page, you’ll see a highlighted paragraph. The functions of each paragraph have been highlighted as:

1: Topic Sentence 2: Supporting Details 3. Closing Sentence

BODY PARAGRAPHS Example body paragraph (thesis key point 1): topic

sentence, support, closing sentence At the outset, Internet publishing promises writers

powerful representation from major book vendors. For example, many Internet publishers have deals with industry giants such as Barnes and Noble and Amazon. In exchange for shared royalties, these booksellers list, promote, and sell both self-published and so-called “virtual reads” to their customer base (Lowell, 2005). This powerful marketing tool means that a writer can self-publish while having the selling advantage of those who have waited a long time to find print-publishing acceptance. This advantage can be attractive, as seen in the over 59 percent 2004-2005 increase in self-published and electronic books (Lowell, 2005). As more booksellers agree to sign on for print-on-demand and e-book partnerships, the reading world can expect more authors to take this virtual publishing route.

INTRODUCTIONS

Introductions are your chance to make a strong first impression.

They should be a minimum of 5 sentences. They should always end with your thesis

statement. This is a great example of how your own

writing guides the essay.

Let’s look at an example . . .

SAMPLE INTRODUCTION: QUESTIONING Posing a question that will intrigue your readers is a

great way to lead them to your focus: the thesis. How is it that of all the nations in the world,

the U.S. has the highest teen pregnancy rate? Why is our country not doing more to solve the problem? Is it because of failed sexual education curriculum? In recent years, the trend has been to teach abstinence as the best form of birth control. While abstinence is an option, students also need to understand the importance of birth control methods, common myths regarding pregnancy, and family planning.

CONCLUSIONS A conclusion is a wrap-up of your essay. It is a

reminder of your key points and thesis. A conclusion always begins with a restatement of your thesis.

Let’s look at an example.

It would be a simpler world if teaching abstinence was the ultimate solution to teen pregnancy. However, it is clear that other methods like birth control and education are essential to eliminating the problem. As teen pregnancy rates continue to climb, so are the costs. Not only is the welfare system strained, but young mothers are much more likely to drop out of school and forced into lower paying jobs. What kind of future is that for mother and child?