This post correlates to my ENG 1001 “Intro to ENG 1001 and the Writing Process” lesson, but can be used as a resource for comp. II or literature students as well.
The Writing Process: what is it?
The Writing Process is something we focus on throughout English Composition I and II.
- Good writer’s don’t create good writing the first time.
- On average, you’ll revise an undergraduate college essay 3-6 times
- Sometimes more; sometimes less.
Here are the main steps we will use this semster:
- Prewriting or brainstorming
- Thesis Development and Outline
- Rough Draft
- Proofreading and Revising (peer-review and IVCC Writing Center)
Here is a quick resource link with this information; here is a more detailed resource link with this information.
The Writing Process: how to personalize it for you
STEP 1: Throughout your essay prewriting, drafting, and finalization, remember that The Writing Process is fluid:
- It can bend and shift to fit your needs:
- Imagine water filling a glass or a river moving downstream.
- If you’re reading and revising a draft and you realize you need to explain a point more:
- do a freewrite or brainstorm
- outline your new thoughts
- Add the content to your current essay
- Proofread and move on
STEP 2 : While we write, write, write this semester, pay attention to your success and failures:
- Not necessarily your grade
- The technique that was quickly for you
- Note what you didn’t understand or hate
- What processes make you write your essay faster or will less hesitation
STEP 3: When the semester ends, reflect on what worked for you and what didn’t.
STEP 4: Take the “useful stuff” with you and disregard the “not so useful.”
Quick link: http://cmsw.mit.edu/writing-and-communication-center/resources/writers/writing-process/
Detailed link: https://owl.purdue.edu/owl/general_writing/the_writing_process/invention_starting_the_writing_process.html
IVCC Writing Center: http://www2.ivcc.edu/writingcenter/index.html
This post includes information about developing body paragraphs for analytical writing. It first discusses body paragraph development and then provides expectation for how to incorporate and use citation. I consider this a foundation skill-set involved in writing successful academic evidence-based claims.
PART 1: Paragraph Development.
In order to develop/write strong, logical body paragraphs, each one needs to include 3 parts:
- Topic sentence: one sentence that lets readers know the paragraph’s main point.
- Doesn’t provide depth or example.
- Developing Sentences: 4-6 sentences, excluding citation.
- Provides the description, example, or depth that explains your paragraph’s point to readers.
- Wrap-up (with optional transition): 1-3 sentences that end your point; may begin to transition to your next topic.
This list is for ENG 1001, ENG 1002, and ENG 0900 students. It’s a compilation of many of the MLA citation and documentation resources posts to my website. You can also search my website for things like “works cited page,” the name of your essay assignment (“poetry essay” for example), citation sandwich formatting, or something of the like to see what posts show.
Citation and Documentation Resources
ENG 1001: English Composition I Resources
Citation Sandwich Expectations (how to incorporate citation into your essay body paragraphs)
Direct Quote Citation Example
Example Paraphrase Citation
Works Cited Page
This includes information for the source-based essay assignments in my ENG 1001 course. First off, here’s the main page about “Creating Works Cited Entries” link from IVCC’s Stylebook, and here’s a sample Works Cited page. Note the hanging tab (that extra indented white space before the extra lines of each entry) and how all the entries are alphabetized. Here’s how to format a hanging tab.
Works Cited Page Examples
The below examples DO NOT include hanging tab formatting (that’s a nightmare for a blog) and are categorized as library database, Issues and Controversies database, and reputable Internet source.
Be sure to check each essay assignment expectations for the minimum and maximum number of sources required.
Combining clauses (complete thoughts) can be confusing, and it’s, no doubt, something that scares most students. Okay, it’s something that scares all of us, and something the best of us get wrong from time to time. Here’s a list of commonly used punctuation scenarios as well as some additional resources listed throughout and at after the list. Many of these are simplified for example, but I’ve provided more detailed examples as supplemental resources as well.
- Complete thought + comma conjunction + complete thought.
- I want to travel to Europe, and I want to see the Louvre.
- List of conjunctions: FANBOYS: For, And, Nor, But, Or, Yet, So
- Complete thought + semicolon + transitional word + comma + complete thought.
- I want to travel to Europe; in fact, I want to see the Louvre.
Examples of transitional words/adverbial conjunctions: also, besides, instead, therefore, nonetheless, furthermore, for instance, likewise, in addition, for example, however, otherwise
- Complete thought + semicolon + complete thought.
- I want to travel to Europe; I want to see the Louvre.
This description is geared toward my online ENG 1001 students but can be used by ENG 0900, ENG 1002, and Literature courses, when relevant.
Logging into the Library Databases from Home
- navigate to the IVCC homepage
- below the “IVCC Students” column, click on “Library”
- click the icon that says “Academic Search Complete” (note that this direct link may or may not work)
- it’ll redirect you to a log in screen, you’ll enter 24611 + your student number + 01, and then enter your last name.
- you will then have access to research
- log in again if your computer remains idle for a long period of time or you navigate away from the library page
- NOTE: if it’s still not working, try a different web browser (Chrome instead of Firefox or Firefox instead of Internet Explorer) and make sure your computer is allowing “pop-ups” from the IVCC website
Well, if you’re reading this, it’s very likely you just received on F on one of my ENG 1001 formal essays. Know that it’s not thrilling to give an essay an F, and I’m well aware that it’s even more upsetting to receive one. Because an F on a formal essay makes passing my ENG 1001 course impossible for that semester, I am willing to work with students who are willing to make the effort to rework F-level essays. However, this is a one-time opportunity that can not be repeated by the same student.
An essay rewrite is a one-time opportunity that can not be repeated by the same student in the same semester. I have included alternative direction for online students in italics, when necessary.
Here are my expectations and guidelines for rewriting an essay that originally received an F:
STEP 1: You must contact me within a week of receiving your F to let me know you plan to rewrite the essay. If you turn in a rewrite without contacting me ahead of time, I will not correct it.
STEP 2: Visit the IVCC Writing Center with your assignment sheet and turn in the writing center slip with your rewritten essay. Online students can utilize the Online Writing Center process rather than the face-to-face process.
STEP 3: Turn in both the original F essay and your rewritten essay by the date we determine together during STEP 1. Online students will not complete this step and will jump directly to STEP 4
STEP 4: Upload the rewritten essay to the original essay’s assignment link.
Part of the reason I allow students to rewrite an F paper is because I understand and appreciate that it’s not often done just because students are trying to get away with something or simply misunderstood the assignment expectations. Often, an F paper results from a lack of time-management, life circumstances, or a concern about asking for help. I hope that the opportunity to experience what it takes to improve your writing process and see the difference between the first process and the second process, will allow students to learn from the situation WITHOUT it putting them an entire semester behind.