1. Inquiry through the essay Process
Sub the bolded words with any modifications to the question.
How can writing an essay save the environment?

3. GSCe: Map IT out. Based on Ritchhard, Church, and Morrison
GSCe: Map IT out! Based on Ritchhard, Church, and Morrison. Making Thinking Visible. Jossey-Bass, 2011, p.125.
Select a topic, concept, or issue you want to generate ideas about.
Generate ideas: what do I know about this topic? Make a list of details and ideas. List freely, without censoring.
Sort: what are the key ideas and details? On a new piece of paper (or sticky notes), place very central ideas near the middle and less central ideas toward the outside.
Connect: which ideas have something in common? Draw lines to connect them. How are they connected? Write a brief explanation on the line.
Elaborate: which ideas do you want or need to add to? Make further notes that expand, extend, or add to your initial ideas.
This exercise can be a great way to do an inventory of everything learned or gathered so far and explore connections and arising ideas. If the class is writing a research paper, instruct students to identify information found in specific sources by author’s last name.

4. The bare bones
What main message do you want to tell your audience about how to write essays that can save the environment?
What is your purpose?
Who are you writing for? Who do you want to read your essay? What do you think your audience knows about your topic and cares about most?
How do you think you can gain your reader’s interest in your main message?

5. From bare bones to Introduction
Introduction Outline
Audience
(from your answer to C)
Purpose
(from your answer to B)
Attention-Getter
(from your answer to D)
Thesis Statement
(from your answer to A)
What main message do you want to tell your audience about how essays can save the environment?
What is your purpose?
Who are you writing for? Who do you want to read your essay? What do you think your audience knows about your topic and cares about most?
How do you think you can gain your reader’s interest in your main message?

6. THE MEAT & POTATOES
A. What key points will help explain and prove your main message? B. What stories, details, examples, facts, comparisons, or causes/effects could you use from your research or brainstorming to make each of your points striking and convincing to your readers?

7. From Meat & potatoes to body outline
Body Paragraph 1
Topic Sentence
(from A: your first key point or step)
Support1
(from your answer to B)
Support 2
Support 3
Body Paragraph 2
Topic Sentence
(from A: your second key point or step)
Support1
(from your answer to B)
Support 2
Support 3
The students need to be reminded to use full sentences for their topic sentences.
Silent individual work with consultation as needed works well for mentoring/transfer.

8. Cherry on top
What are the key ideas or main message you want your readers to remember as they come to the end of your essay?
Based on what you have said, what final solution, question, importance, call for change, or prediction about the future do you want to leave your readers with?

9. From cherry to Conclusion
Conclusion Outline
Restatement of main message
(from your answer to A)
Final Statement
(from your answer to B)
What are the key ideas or main message you want your readers to remember as they come to the end of your essay?
Based on what you have said, what final solution, question, importance, call for change, or prediction about the future do you want to leave your readers with?

10. Connect your ideas. Fill in details. Write a rough Draft.

11. Revising
What do you already know about revising? What do you want to know?
Read (or review) the revision section in the textbook ( ).
Why take time revising (or rewriting as the textbook calls it)?
How do I know what to change and what to keep when I am examining my first draft?
What can I do to get my point across and achieve my purpose more successfully?
Practice: Complete activity 21.1 (270) or revise an old assignment.
Reflect: What did you learn from the previous exercise? What do you need help with? Make a list of strategies you can use to improve your own essay next class.

12. Editing & Proofreading
What do you already know about editing and proofreading? What do you want to know?
Read (or review) the editing and proofreading section in the textbook ( ).
Why take time to edit?
What are some strategies you can use to fine-tune your sentences?
Read through the list of editing symbols (274) and check the ones you understand and highlight the ones you don’t. How can you find out what these errors mean and how to correct them?
Complete exercises 22.1 and 22.2 ( ) or edit some old writing.
Reflect: what did you learn from the previous exercise? What do you need help with? What strategies do you know you can use to improve your sentences? Make a list.