2 The Writing Process

Donald M. Murray, a Pulitzer Prize winning journalist and educator, presented his important article,  “Teach Writing as a Process Not Product,” in 1972. In the article, he criticizes writing instructors’  tendencies to view student writing as “literature” and to focus our attention on the “product” (the  finished essay) while grading. The idea that students are producing finished works ready for close  examination and evaluation by their instructor is fraught with problems because writing is really a  process and arguably one that is never finished.

In the article, Murray explains why writing is an ongoing process:

What is the process we [writing instructors] should teach? It is the process of discovery through  language. It is the process of exploration of what we know and what we feel about what we  know through language. It is the process of using language to learn about our world, to evaluate  what we learn about our world, to communicate what we learn about our world. Instead of  teaching finished writing, we should teach unfinished writing, and glory in its unfinishedness. (4)

In your composition courses, you may find that many college writing instructors have answered  Murray’s call to “teach writing as a process.” Due to shifting our focus on process rather than product,  you will likely find yourself spending a lot of time brainstorming, drafting, revising, and editing.  Embracing writing as a process helps apprehensive writers see that writing is not only about grammatical accuracy or “being a good writer.” It’s also about what you have to say as a writer and how  you join the academic discourse community-at-large.

The most important lesson to understand about the writing process is that it is recursive, meaning that  you need to move back and forth between some or all of the steps. There are many ways to approach  this process. Allowing yourself enough time to begin the assignment before it is due will give you time to  move from one step to the other and back as needed. This recursive, back and forth process, leads to a  more polished final product.

Figure: The Writing Process [image created by Sarah M. Lacy]

The Writing Process in 6 Steps

The following steps have been adapted from the work of Paul Eschholz and Alfred Rosa, found in their  book Subject & Strategy.3In the text, the authors focus on discussing writing as a series of steps that can  be adapted to meet any writer’s needs. In the following, the steps have been modified to fit the needs  of first-year writers. While reading through the steps below, remember that every writer has a unique  approach to the writing process. The steps are presented in such a way that allow for any writer to  understand the process as a whole so that they can feel prepared when beginning a paper. Take special  note of all the tips and guidance presented with each step, as well as suggested further reading, remembering that writing is a skill that needs practice. Make sure to spend time developing your own  connection to each step when writing a paper.

Step 1 – Understand the Assignment

Always read over the entire assignment sheet provided to you by your instructor. Think of this sheet as a  contract; by accepting the sheet, you are agreeing to follow all guidelines and requirements that have  been provided. This sheet is a direct communication from your instructor to you which typically lays out  every expectation and requirement of an assignment. Follow each requirement to ensure you are  conducting and completing the assignment properly.

Step 2 – Gather Ideas and Form a Working Thesis

Once you understand the assignment, you will need to collect information in order to understand your  topic and decide where you would like the paper to lead. This step can be conducted in various ways.  Researching to build content knowledge is always a good place to start this step.

After you have conducted some research, begin brainstorming your topic. You can do this in a variety of  ways such as:

• Free Writing
• Listing ideas
• Generate a list of questions
• Clustering/ Mapping (creating a bubble chart)
• Create a basic outline

Next, you will want to formulate a working thesis. A working thesis is different than the thesis found in a  final draft in that it will not be specific nor as narrowed as the final thesis. Think of a working thesis as  the general focus of the paper, helping to shape your research and brainstorming activities. As you will  later spend ample time working and reworking a draft, allow yourself the freedom to revise this thesis as  you become more familiar with your topic and purpose.

Step 3 – Write a Draft

After completing Steps 1 and 2, you are ready to begin putting all parts and ideas together into a full  length draft. It is important to remember that this is a first/rough draft, and the goal is to get all of your  thoughts into writing, not generating a perfect draft. Do not get hung up with your language at this  point; focus on the larger ideas and content instead.

Organization is a very important part of this step, and if you have not already composed an outline or  plan during Step 2, consider writing one now. The purpose of an outline is to create a logical flow of  claims, evidence, and links before or during the drafting process. Experiment with outlines to learn when  and how they can work for you.

Outlines are great at helping you organize your outside sources if you need to use some within a  particular assignment. Start by generating a list of claims (or main ideas) to support your thesis and  decide which source belongs with each idea, knowing that you may (and should) use your sources more  than once, with more than one claim.

Step 4 – Revise the Draft(s)

The revision process is where your topic begins to grow. This is the step in which you are likely to spend  the majority of your time. This section is different from simply editing or proofreading because you are  looking for larger context issues. For example, the revision step is when you need to check your topic  sentences and transitions, make sure each claim matches the thesis statement, and so on. Return to  Steps 1 and 2 as needed to ensure you are on the right track and that your draft is properly adhering to  the guidelines of the assignment.

The revision portion of the writing process is also where you will need to make sure all of your  paragraphs are fully developed as appropriate for the assignment. If you need to have outside sources  present, this is when you will make sure that all are working properly together. If the assignment is a  summary, this is when you will need to double check all paraphrasing to make sure it correctly  represents the ideas and information of the source text.

Step 5 – Proof-Read/Edit the Draft(s)

Once the larger content issues have been resolved and you are moving towards a final draft, work  through the paper looking for grammar and style issues. This step is when you need to make sure that  your tone is appropriate for the assignment. For example, you will need to make sure you have  remained in a formal tone for all academic papers. Also check to make sure that sources are properly  integrated into your own work if your assignment calls for them.

When entering the final step, go back to the assignment sheet, read it over once more in full, and then  conduct a close reading. Doing this will help you to ensure you have completed all components of the  assignment as per your instructor’s guidance.

Step 6 – Turn in the Draft, Receive Feedback, and Revise (if needed)

Once your draft is completed, turned in, and handed back with edits from your instructor, you may have  an opportunity to revise and turn in again to help raise your grade. As the goal of the composition class  is to improve your writing, this is an essential step to consider so that you get the most out of the  course. Ask your instructor for more detail and seek feedback from peer reviewer and your university  writing center before submitting a final draft.

Works Cited:

Eschholz, Paul and Alfred Rosa. Subject & Strategy: A Writer’s Reader. 11th ed., Bedford/St. Martin, 2007.

Murray, Donald M. “Teach Writing as a Process Not Product.” The Leaflet, November 1972, pp. 11-14.

“Getting Started” uses information from:

Informed Arguments: A Guide to Writing and Research  by Terri Pantuso, Sarah LeMire, and Kathy Anders, which was published in 2019 by Texas A&M University with an attribution, non-commerical, share-alike creative commons license. It was accessed through the Open Textbook Library at this url: https://open.umn.edu/opentextbooks/textbooks/informed-arguments-a-guide-to-writing-and-research-pantuso.