Many students may have been told before that "writing is a process." Most of them, however, do not treat their writing as an ongoing process because they have chosen not to devote the time necessary for such a process, or they do not know exactly what this phrase means. Quite often, the final paper turned in by the student is also his or her first draft. Instructors can help students to improve their writing processes by encouraging revision, preparing for extended writing time through the use of assignment timelines, and offering helpful strategies to students for approaching and completing the writing process.
Instructors should encourage students to:
- Map out their time.
- Finish drafting their written product well before it is due.
- Suggest that students revise their work with the following questions in mind:
– Assign multiple smaller due dates—for the idea/outline, first draft, and final draft.
– Give them the opportunity to revise a day or two later with a fresh perspective.
– Does my draft achieve its purpose?
– Did I consider my audience? What does my audience already know or expect?
– Do I have an organizational strategy?
– Are my transitions effective?
– Am I backing up my claims with evidence?
Using Memory:
Encouraging students to reflect upon their background knowledge and interests is often helpful in making a writing assignment less intimidating:
- What knowledge does a student already have about a topic?
- What past essays, presentations, and various assignments can be applied towards the topic?
- What resources and specific sources have been identified in class, in readings, on Internet search engines, and in past library visits?
