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Writing Is A Multi-Stage Process

Core value 1 says, “Writing is a multi-stage, recursive, and social process”. The first part “writing is a multi-stage process”, basically implies that there are a lot of steps in creating a well-written paper. There is a lot of pre-reading needed in order to gather information and better one’s understanding of the topic being discussed. For example, for essay one I had to read different articles before I began writing and then do a pre-writing in which I discussed my readings. I found myself effortlessly adding details from those articles into my paper. Another way writing is a multi- stage process is that you must write multiple drafts and get them revised until you create your final draft. This brings us to the “social process” aspect of core value one. Whenever a draft is finished, the writer must speak with different people in order to gather different opinions about their paper. The writer may also speak with people before writing the paper in order to gather different opinions on the topic being written about. One example of this is discussing our topics we wrote about in class. “Writing is a recursive process” implies that each time I write a paper I take the same steps. I do pre-reading, pre-writing, summarize my pre-readings, and eventually write the paper and get it revised until I complete a final draft. With every essay, I wrote in comp 1 came pre-readings assigned by my professor. After I read those I eventually wrote a summary and incorporated those readings into my essay. After finishing the first draft, it was revised by peers and eventually by Mr. Han. I repeated this process for each essay I wrote.

Core value 2 says, “Close and critical reading/analysis allows writers to understand how and why texts create meaning”. This value basically implies that in order to fully understand a reading you have to read on the line, between the lines, and beyond the lines. Simply reading a text isn’t sufficient enough to fully take in the material that you are reading. For example, when we read our first professionally suggested source, Mr. Han had us do a class discussion in which we analyzed each paragraph of the articles we were provided with. This allowed me to notice different details in the readings that I didn’t notice throughout the first reading. When reading a passage, it is important to not simply read it but to learn something from it that serves a purpose and contains the pertinent value.

Core value 3 says, “Writing is shaped by an audience, context, and purpose.” The main influence on how your paper is shaped is your audience. You pick all of your supporting evidence according to your audience because different groups of people will understand things differently. The shape of your paper may depend on your audience’s age, gender, race, location and many other factors. For example, in my essay about the overuse of media my audience was the parents of young children and so, I had to choose my words wisely. I had to be sure that I wasn’t being too stern because I cannot blatantly tell someone how to raise his or her children. I can simply give subtle suggestions. This also applies to the purpose aspect of core value 3. The way your paper is shaped depends on the purpose of your writing. If you’re writing an informative essay, you’ll provide mostly facts and a minuscule amount of personal opinions. One example of this was our critical engagement essay. In that essay, I wrote in order to better my reader’s understanding of each side’s opinions. The purpose of that essay was to inform the reader without them having to read each of the two opposing author’s writings. This also applies to the context aspect of this core value. The context is formed according to what the purpose of the writing is. For example, my context in the informative essay consisted of cited facts and quotes.

Core value 4 says, “Understand the importance of information literacy in your writing”. This basically means that it is pertinent to understand the sources and that you put it to use in the best way possible. Information literacy is weighed according to where the information came from and how reputable the source is. It’s also weighed according to how relevant your source is. The questions to ask when measuring information literacy are who you’re getting it from, how you’re getting it when you’re getting it, where it’s from, and why you’re using it. Also, the information in your writing mustn’t be biased at all. For example, when writing my annotated bibliography it must contain good information literacy so the end result will be well-rounded and clearly expressed. If a paper is lacking information literacy, its sources are most likely non-reputable.

Core value 5 says, “Understand the ethical dimensions of writing.” Writing is an ethical process for multiple reasons; the first one being it contains a heap of social activity. As I said earlier in my writing, you must socialize with peers in order to gain a better understanding of what you’re writing about, and also get your drafts revised. But one underlying social activity involved in writing is that when you’re writing – even though you’re not speaking - you’re communicating. You’re expressing all of your points when producing a paper, this, in turn, creates further discussion between other people who read your paper and see it as valuable because they might, in turn, read it to someone else. Another ethical dimension of writing is that it is a personally intriguing process because a writer must relate any topic they receive to their own experiences throughout life in order to create points with which they develop their writings. The writer must then relay their opinions to their readers. For example, in my paper, I wrote about the overuse of technology I had to analyze my own use of technology in order to understand what was overused in my opinion. This allowed me to display my personal experiences ethically. Another ethical dimension of writing is that it’s a public display of information. When writing, points are presented to different people in an appropriate way according to the audience. Also, a writer may not misuse or misrepresent another author’s information. In other words, a writer can’t steal someone else’s work because it breaks academic integrity laws. For example, Every time I write an essay, a bibliography of cited sources must be presented along with my work or I is at risk of breaking plagiarism laws which can lead to me be expelled from the

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