THE WRITING PROCESS

1
THE WRITING PROCESS
Writing is an academic and cognitive process that takes time and effort, and the more you
actively engage in the process, the more your writing skill improves. Writing is a chain of events
that proceeds from the conception of a writing task such as Substance Abuse, Pollution, Climate
Change and ends with a finished, well-written and properly edited and publishable text.

Writing is a recursive process that requires that all through the writing process, you keep going
back and forth to review and clarify your thoughts and ideas. The writing process involves the
following tasks: planning, drafting, revising, editing, and publishing. The benefits of
following the Writing Process include:

 the ability to revisit previous work completed to find new ideas or refine existing ones.
 a more organized finished product,
 a less stressful experience,
 less time spent in the drafting stage,

STAGES IN THE WRITING PROCESS

There are several stages of the Writing Process. The following list of guides provides you with
information on each of these stages:

PREWRITING STAGE
This involves the process of generating ideas about a topic. The prewriting stage is where
thinking, brainstorming and planning take place before the actual writing of a composition or
piece of writing. This is the stage where you decide on what to write about the topic, and you
gather information to support or explain what you want to say about your subject, and plan how
to organize your ideas in a way that effectively develops the topic.

Things to consider in the Prewriting stage:

 Understand the writing assignment and the length of the assignment.
 Establish the purpose of the assignment.
Expressive writing conveys personal feelings or impressions to the audience.
Informative writing enlightens/informs the audience about something.
Persuasive writing attempts to convince the audience to think or act in a certain
way.
Other reasons for writing may include the need to entertain, analyze, assess,
summarise, report, recommend, suggest, evaluate, describe, request and instruct.

 The next thing you need to do is to determine the audience for which you are writing.
An audience can be an individual or a group of persons. Once you define your audience,
you must determine how much the audience already knows about the subject to know
how much or little background information should be included. You should also
determine how best to approach your audience in terms of language, rhetorical strategies
and background knowledge.
 Then consider the purpose for which you are writing. The purpose for which you are
[

writing will determine the formality and scope of your writing. For instance, a letter to
your uncle will be different from a letter written to a bank manager.
2
FREEWRITING/BRAINSTORMING
Freewriting/Brainstorming is an exercise in which you write freely about a topic for a few
minutes such as three to five minutes or until you run out of ideas or energy. Jot down any
thoughts that come to your mind in any language: English, Hausa, Yoruba, Pidgin etc. Try not to
worry about what you are saying, how it sounds, whether it is good or true, grammar, spelling, or
punctuation. Just keep writing without stopping. If you are stuck, just copy the same word or
phrase repeatedly until you come up with a new thought. Just keep jotting; that is the secret of
this technique

DRAFTING
Before we begin to write, we must have a draft, after we know the 'departure point', which is
the Topic, drafting begins. Drafting is closely related to Outlining. We need to outline the
main point that will be the contents of our discourse. This is the stage where you write the first
copy of the piece of your work, this is often called the rough draft. In the end, you will have
multiple copies or drafts of your work.

MATERIAL SEARCH
Everyone working on a topic needs to gather materials from various sources to make up for gaps
in knowledge. You may also need to corroborate facts you already know, crosscheck facts and
data, find out different sides of an argument and so on. So where can you go? A library is a good
place to start, there you will have access to books, audio-visual resources, the Internet etc.
Materials for your work can also come from interviewing experts in the field, professionals etc

ORGANISING AND ARRANGING YOUR INFORMATION

Having consulted many sources of information, you will probably have more information that
you can use. You will therefore need to pick what you need and arrange it in an order that is
logical and that adequately develops your message. Once you have generated supporting ideas for the
main idea of your paper, you need to arrange those ideas in some type of order. Outlining and
Clustering can help organize the ideas. Information on outlining is presented below:

OUTLINING
A. What is an outline?
An outline provides formal and detailed information of the content and structure of a written or
spoken text. We say it is formal because it is constructed according to some rules and it is
detailed because it contains all the important ideas of the communication. Outlining lists the
major supporting details in a tentative order and includes secondary supporting details.
B. Purpose
It presents the key ideas and important details in a text as well as the relationships between these
ideas. An outline is useful for the following: planning and writing assignments; preparing for
examinations; taking and making notes; summarizing; studying etc.

3
C. Construction
An outline must accurately represent the structure of the material in question as well as the
relationships between the ideas it contains. This suggests that the major divisions and minor
subdivisions of your outline must correspond exactly with the main ideas and the important
details of the material. In addition, the relationship between the main ideas and the important
details must match the relationships expressed in the material.
D. Labelling
To label the various divisions of the outline, you use different sets of symbols to represent
different levels of ideas. You may decide to use one of these: I, II, III; or A, B, C; or 1, 2, 3 to
illustrate your main idea. A popularly used system of notation consists of the use of Arabic
numerals to number ideas and full stops indicate the subdivisions of the ideas. An example has
been done for you below:

1. Main division
1.1 Subdivision
1.1.1 Minor subdivision
2. Main division
2.1 Subdivision of 2
2.1.1 Minor subdivision of 2.1
2.2 Another subdivision of 2
2.2.1 Minor subdivision of 2
2.3 Yet another subdivision of 2
2.3.1 Minor subdivision of 2.3
2.3.2 Another minor subdivision of 2 3
3. Main division
3.1 Subdivision of 3
3.1.1 Minor subdivision of 3.1
3.1.2 Another minor
3.2 Another subdivision of 3
3.3 Yet another subdivision of 3

E. Rules
 Each new division is indented more than the preceding division.
 All entries of the same level will be indented the same number of spaces.
 All entries on any given level of division in the outline must have the same
grammatical form. That is, if the entry for the first component is a sentence, then other
equivalent entries must be sentences.

Clustering or idea mapping is a way of graphically or visually arranging ideas. To use this
method, start by writing the topic in the center of a sheet of paper. Circle the topic, and then
surround it with words and phrases that identify the major points to be discussed in your write-
up. Continue the process until all supporting details and secondary details are listed. This method
is popular because the shapes show how the ideas relate or connect, and writers can find a
focused topic from the connections mapped. When you use clustering, you may discover
connections between topics that you had not thought of before.
4
Clustering

Before you write, there is a need to decide how to organize your ideas. You need to determine
the rhetorical mode/s that will be used and the order of the supporting ideas. In general there are
nine basic rhetorical modes in writing: narration, description, exemplification, process, cause
and effect, comparison and contrast, classification and division, definition, and
argument. Writers may use a combination of modes.

STRUCTURE OF A PARAGRAPH AND ESSAY

All formal paragraphs and essays have a title, a beginning or an introduction, a middle-a body
of supporting paragraphs, and an end or conclusion.

A title is at the top of your paragraph or essay. A good title makes people want to read your
paper; it does not merely repeat the topic sentence or thesis statement; it hints at your main
idea. It is not a complete sentence, but it is a phrase or phrases that indicate your topic, examples
include PEST INVASION OF OUR CROPS, THE DANGERS OF DRUG ABUSE etc.

An effective introduction captures your readers’ attention and arouses their curiosity. In a
paragraph, it is often your topic sentence, and in an essay, it usually includes your thesis
statement, which narrows your subject, claims something specific and significant, and conveys
your purpose and often your form of organization. You can include a question, tell a story, use a
quotation, give interesting facts or statistics, give background information, or outline a problem
and/or a solution.

Your body of supporting evidence should be organized, unified and coherent. The support can
be organized using chronological order, spatial order, or emphatic order. Use transitional words
and phrases to establish connections between paragraphs and different ideas. Be consistent in
tense, number, and person throughout your paper. The entire body of supporting evidence should

5
be focused on supporting your main idea without straying off the topic or including unrelated
ideas.

Your conclusion should let the readers know that you have come to the end of the write-up. It
may recommend a call to action, or it may just summarize the paper. The conclusion may repeat
some of the ideas from the introduction, but it should not be a replica of that paragraph. It may
restate your main ideas. The conclusion can be either hopeful or hopeless depending on the
mood/purpose of your paper. You may leave your reader with some final important facts, or a
compelling example, or a final visual image.

ORGANIZATIONAL PATTERNS
Depending on your topic, you might find it beneficial to use one of these common organizational
patterns, either within individual paragraphs or within the entire essay:

PATTERN EXPLANATION EXAMPLE

The first key to growing good tomatoes is to give the seedlings
plenty of room. Make sure to transplant them to small pots once
they get their first leaves. Even when they are just starting out in
pots, they need plenty of light, air, and heat. Make sure to warm
A process analysis paragraph is used to
the ground in advance by covering it in plastic sheeting for a
Process describe how something is made or to
couple of weeks. When you are ready to plant them in soil, plant
analysis explain the steps for how something is
them deeply enough, so they can put down some strong roots.
done.
Mulch next, and once the stems of the tomato plants have
reached a few inches in height, cut off the lower leaves to avoid
fungi. Carefully prune the suckers that develop in the joints of
the developing stems.
As soon as I arrived at the farmers’ market, I bought a large bag
of lettuce. I walked around the corner and saw the biggest, most
gorgeous sunflower I had ever seen. I bought it and added it to
my lettuce bag. The flower was so big that I had to hold the bag
right in front of me to keep it from being bumped. At the Wilson
Pork Farm booth, I tasted a little pulled pork. You guessed it—I
had to buy a quart of it. I went on with a plastic quart container
in my left hand and my lettuce and flower in my right hand. I
was handling it all just fine until I saw a huge hanging spider
Chronological arrangement presents plant I had to have. Ever so gently, I placed my pulled pork
Chronological
information in time order. container inside the spider fern plant pot. Now I was holding
everything right in front of me as I tried to safely make my way
through the crowd. That is when I met up with little Willie. Willie
was about seven years old, and he was playing tag with his
brother. I am not sure where their mother was, but Willie came
running around the corner and smacked right into me. You are
probably thinking that poor Willie had pulled pork all over his
clothes and an upside-down plant on his head, but no, not at all.
I was the one. Willie didn’t even notice. He was too busy
chasing his brother.
The displays at the farmers’ market do not lack for variety. You
will see every almost every kind of fresh, locally grown food you
can imagine. The featured fruits on a given day might be as
A common paragraph format is to
General-to- varied as pomegranates, persimmons, guava, jackfruit, and
present a general idea and then give
specific citron. Vegetables might include shiitake mushrooms,
examples.
artichokes, avocados, and garlic. Some vendors also sell crafts,
preserves, seeds, and other supplies suitable for starting your
own garden.
Specific-to- The reverse of the above format is to Your sense of smell is awakened by eighteen varieties of fresh
general give some examples and then roma tomatoes. Your mouth waters at the prospect of sampling

6
 summarize them with a general idea. the fresh breads. Your eye catches a glimpse of the colors of
handmade, embroidered bags. You linger to touch a perfectly
ripe peach. Your ears catch the strain of an impromptu jug
band. A walk up and down the aisles of your local farmers’
market will engage all of your senses.
From top to bottom, the spice booth at our farmers’ market is
amazing. Up high vendors display artwork painstakingly made
A paragraph using spatial organization
with spices. At eye level, you see at least ten different fresh
presents details as you would naturally
spices in small baggies. On the tabletop is located an
encounter them, such as from top to
Spatial assortment of tasting bowls with choices ranging from desserts
bottom or from the inside to the outside.
to drinks to salads. Below the table, but out of the way of
In other words, details are presented
customers, are large bags of the different spices. Besides being
based on their physical location.
a great use of space, the spice booth looks both professional
and charming.

USING TRANSITIONAL WORDS AND PHRASES

Transitional word/phrase connects one sentence to another so that readers can follow the
intended meanings of sentences and relationships between sentences. The following table shows
some commonly used examples:

Commonly Used Connecting Words/phrases

after that, again, also, although, and then, but, despite, even though, finally,
To compare/contrast first/second/third/etc., however, in contrast, in the same way, likewise,
nevertheless, next, on the other hand, similarly, then

To signal cause and

as a result, because, consequently, due to, hence, since, therefore, thus
effect

after, as soon as, at that time, before, during, earlier, finally, immediately, in the
To show sequence or
meantime, later, meanwhile, now, presently, simultaneously, so far, soon, until,
time
then, thereafter, when, while

To indicate place or above, adjacent to, below, beside, beyond, close, nearby, next to,
direction north/south/east/west, opposite, to the left/right

To present examples for example, for instance, in fact, to illustrate, specifically

To suggest
and, also, besides, further, furthermore, in addition, moreover, too
relationships
REVISING
This is the stage where we correct careless errors in content, grammar, spelling and punctuation
and the use of capital letters. At this stage, we take a look at what we have drafted and revise the
contents therein. This is not the final stage; it is still an integral part of the writing process.
Therefore we must ensure that we write exactly what should be written and check our sources to
be sure we did not misquote, plagiarize or misrepresent anyone.

7
Revise in stages–

 Revise for overall meaning and structure. Are the ideas clearly stated and logically
arranged, and are the purpose, tone, and point-of-view suited for the audience of the
essay?
 Revise for paragraph development. Check that your paragraphs are logically ordered,
unified, and specific.
 Revise the sentence structure. Make your sentences consistent with your overall tone,
vary them in type and length, and make them emphatic and economical.
 Finally, revise for word choices and use an appropriate level of diction.

EDITING
At this stage, we begin to correct tenses, paragraphing and we pay attention to what the entire
structure of the writing will look like. This is what is called the ‘Mirror Stage’. We look as it
were in the ‘mirror’, what to add or to remove completely. It is also advisable that we allow a
friend or a senior colleague to help us edit our draft. Close to editing is proofreading or what is
called second reading. To edit, search for grammatical errors, check punctuation, check spelling,
and look over sentence style and word choices one last time. This stage also includes
proofreading where you look for surface errors, such as typos, incorrect spacing, or formatting
problems.

PUBLISHING
After all the aforementioned stages, the concluding stage or level is the publishing stage. After
going through the processes of drafting, revising, editing, and the publishing stage births the
much-desired text. For students, this is the submission stage.

IN SUMMARY
 All writers depend on steps and strategies before they start the writing process.
 The steps in the writing process are prewriting, drafting, revising, editing/proofreading,
and publishing.
 Prewriting is the transfer of ideas from abstract thoughts into words, phrases, and
sentences on paper.
 A good topic interests the writer, appeals to the audience, and fits the purpose of the
assignment.
 Rough drafts are opportunities to get ideas down on paper to get a first look at how your
ideas will work together.
 Revising improves your writing as far as supporting ideas, organization, sentence flow,
and word choices are concerned.
 Editing spots and corrects any errors in grammar, mechanics, spelling and formatting.
 Regardless of the type of writing assignment you are given, following a writing process
will improve your output, and help you communicate your ideas confidently and
coherently.

8
REFERENCES

Boylan, K., et al (2018). Let’s get writing: An English composition textbook. Virginia: Virginia
Western Educational Foundation, Inc.

GNS 102 Study Material