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The Writing Process : Part 1

The Writing Process : Part 1

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The Writing Process : Part 1

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  1. TheWritingProcess: Part 1 LELI English AcademicWriting Center

  2. TheAcademicWritingProcess: • How towriteanargumentative, academicessay • Step 1: Choosing a Topic • Step 2: GatheringInformation (Research) • Step 3: ForminganOpinion • Step 4: Writing a ThesisSentence • Step 5: Forming a Rough Outline • Step 6: Forming a DetailedOutline • Step 7: TheParagraphOutline • Step 8: Writing and Connecting • Step 9: Proofreading and Editing

  3. Step 1: Choosing a Topic • Choosinganappropriatetopicis EXTREMELY important. Itisimpossibletowrite a goodessayabout a badtopic. • Criteriafor a goodtopic: • AcademicSubjectMatter • Availability of GoodAcademicSources • UnresolvedQuestion(s) • Scope*

  4. ChoosinganAppropriateTopic: Scope • Thescope of anacademicessayreferstothebroadnessornarrowness of thetopic. • Thescope of anessayorcompositiondependsentirelyonthelength of thecomposition. Consider: • 500-page monograph: “TheSpanish Civil War” • 300-page doctoral thesis: “Spanish Civil War Propaganda” • 120-page Masters’ thesis: “Spanish Civil War Propaganda Music” • 60-page undergraduatethesis: “Propaganda MusicOfficiallyEndorsedby El Falange” • 25-page undergraduateessay: “TheNationalAnthems of Pre- and Post-WarSpain” • 10-page essay: “Falangista Soy: TheAnthem of the Falange”

  5. Exercise: AdjustingScope • 500-page monograph: Motivation in the FL Classroom 60-page Thesis • 10-page essay: “Spanish [r] vs. [ɾ]: A Mechanical Description”  60-page thesis • 120-page thesis: “Types of Feedback in L2 Teaching”  25-page essay • 300-page thesis: “The Communicative Approach: A history”  10-page essay • 25-page essay: “Applications for Twitter in the Intermediate Language Classroom”  500-page monograph

  6. Steps 2 & 3: GatheringInformation (Research) and ForminganOpnion • Research comes beforeopinion-forming* • Key-wordchecklists • SelectingRelevantTexts • Reading • Use of Strategies • Comparingopinions– charts* • Resource: LiteratureReviewArticles

  7. Example: Charts: CurrentState of PhoneticsInstruction (Francis 2012 –UnpublishedThesis)

  8. Exercise: Opinion Charts • Smith: “Fromthisevidence, we can seesignificant links betweenfossil fuel use and increasedgreenhouse gases. Consequently, itis in ourpowerto reduce greenhouse gases.” • Jones: “Whilethereappearto be links betweenfossil fuel use and increasedgreenhouse gases, itisnotclearwhether, at thispoint, we can do anythingto alter theprocessesalready in motion.” • Williams: “The links betweenfossilfuels and greenhouse gases are notconvincing, and eveniftheywere, theproblemistoolargeforhumansto do anythingaboutit.”

  9. Step 4: Forming a ThesisStatementforanArgumentativeEssay • Thethesisstatementisessentiallyyourentireargument in onesentence. • Characteristics of a goodthesisstatement: • Establishesyourargument • Opinion • PolicyProposal • Evaluation • Cause-and EffectStatement • Problem-SolutionStatement • Isspecific • Includesallrelevantinformation • Doesnotincludeirrelevantinformation

  10. Step 5: Rough Outlining • Purpose: EstablishingSections • Exampleforthesisstatement “In thispaper, I willarguethatforeignlanguageeducationshould be mandatoryin elementaryschools, becausebilingualstudentshave more success in thejobmarket, becausethere are mental benefitstobilingualism, and becauselanguages are more difficulttolearnaftertheage of twelve.” • Rough Outline: • I. Introduction • II. Benefits of bilingualism in thejobmarket • III. Mental benefits of bilingualism • IV. Increaseddifficulty of language-learningaftertheage of twelve • V. Conclusion