1. NTUT Academic Writing (I) 3/22 2007 Ch. 1: “ The Process of Academic Writing ”

2. Before You Write Anything Forward: Audience: Professors, Instructors, or Reviewers. Forward: Audience: Professors, Instructors, or Reviewers. Tone: Diction, Style, Personal/Impersonal, Serious/Formal. Tone: Diction, Style, Personal/Impersonal, Serious/Formal. Purpose: Persuasive or Expository (Your Rhetorical Form). Purpose: Persuasive or Expository (Your Rhetorical Form).

3. Stage 1: Prewriting. A. Choosing and Narrowing a Topic (Personal/Topical Interest) A. Choosing and Narrowing a Topic (Personal/Topical Interest) Environment→Pollution→Ocean→Oil Spill and Sea Life (Effects). Environment→Pollution→Ocean→Oil Spill and Sea Life (Effects). B. Brainstorming (Listing, Free Writing, and Clustering): B. Brainstorming (Listing, Free Writing, and Clustering): B-1. Listing: Write Down As Many Ideas As Possible Pertaining to B-1. Listing: Write Down As Many Ideas As Possible Pertaining to The Topic of Your Choosing; Ignore Grammatical Errors. The Topic of Your Choosing; Ignore Grammatical Errors.

4. Preliminary Results of Your Listing

5. Group Similar Ideas And Cross Out Ideas That Do Not Belong

6. B-2. Free Writing: In Additional To Writing As Many Ideas As Possible On a Piece Of Paper, You Also Need To Include Supporting Items Such As FACTS, DETAILS, And EXAMPLES About The Very Subject. In Additional To Writing As Many Ideas As Possible On a Piece Of Paper, You Also Need To Include Supporting Items Such As FACTS, DETAILS, And EXAMPLES About The Very Subject. Then, Re-read and Re-group Ideas In Your Free Writing. Then, Re-read and Re-group Ideas In Your Free Writing.

7. Examples of Free Writing

8. B-3. Clustering: Write Your Main Topic In the Central Balloon And Generate Ideas Associated With It. Write Your Main Topic In the Central Balloon And Generate Ideas Associated With It. “ Workaholic ” Can Be Of Further Topical Elaboration. “ Workaholic ” Can Be Of Further Topical Elaboration.

9. Stage 2: Planning (Outlining). A. Divide Ideas Further Into Sub-lists And Cross Out Items That Don ’ t Belong. A. Divide Ideas Further Into Sub-lists And Cross Out Items That Don ’ t Belong.

10. B. Writing The Topic Sentence. Additional Relevant Examples And A Concluding Sentence Can Be Added. Additional Relevant Examples And A Concluding Sentence Can Be Added.

11. Stage 3: Writing And Revising Drafts (4 Steps). A. Writing the 1st Rough Draft: Leave Spaces For Further Revisions/Ideas; Ignore Grammar; A. Writing the 1st Rough Draft: Leave Spaces For Further Revisions/Ideas; Ignore Grammar; B. Revising Content And Organization: Be Concerned Mainly With Content And Organization; Check For General Logic And Coherence; Make Sure Your Topic Sentence Has A Central Focus; Are The Supporting Details Sufficient Enough; Check Also For Transition Signals; Relevant Concluding Sentences/Comments. B. Revising Content And Organization: Be Concerned Mainly With Content And Organization; Check For General Logic And Coherence; Make Sure Your Topic Sentence Has A Central Focus; Are The Supporting Details Sufficient Enough; Check Also For Transition Signals; Relevant Concluding Sentences/Comments.

12. The 1st Rough Draft

13. C. Proofreading the 2nd Draft: Check For Grammar, Sentence Structure, Spelling, And Punctuation. (Fragments, Run-On Sentences, Subject-Verb Agreement, Verb Tenses, etc.) Check For Grammar, Sentence Structure, Spelling, And Punctuation. (Fragments, Run-On Sentences, Subject-Verb Agreement, Verb Tenses, etc.)

14. Writing The Final Draft Further Revisions Are Always Possible. Further Revisions Are Always Possible.

15. Primary Text Longman, Wesley Addison. Writing Academic English. 3rd Ed. NY: Pearson Education, 1999. Longman, Wesley Addison. Writing Academic English. 3rd Ed. NY: Pearson Education, 1999.