Have a look at this link from the UNSW Site on the “basics of essay writing.”
While no guide can help you find what exact situations will work best for you, there are aspects of the process that, when followed, promote a cleaner, more stable final draft. These six general steps are: discovery & investigation, prewriting, drafting, revising, editing, and formatting.
Here are a few general resources that help with all aspects of the college writing process:
- MHCC AVID/LSC Student Resources
- Purdue OWL (Online Writing Lab) Site
- UNC Writing Center
- Harvard College Writing Center
- UNSW Writing Center
- BYU Research & Writing Center
- Grammar Bytes
We will also link to specific documents, exercises and pages within these sites through the remainder of this style guide.
Discovery & Investigation
The first step in writing a successful college essay requires an active engagement with your sources. Simply reading a source for basic content is not quite enough. The questions should not be simply “What does this say?” or “What happened?” but rather “Why did that happen?” “What does that say about the larger themes and ideas I am exploring?” and “How does this help advance my thinking into the deeper layers of this topic?”
Make notes of your thoughts, ideas, and reactions as you read. Research is about following the conversation into your sources and allowing your sources to “talk to one another” as you develop your own presence in the conversation.
As you become more informed on the topic, your voice will begin to emerge, and even direct the conversation. But now it will be a voice as rooted in authoritative research as it is in your own valid experience and perspective.
Once you have completed an active reading of a primary source, it will often be necessary to obtain secondary sources to back up your thesis. Peer-reviewed journals available online through the MHCC Databases will be your most commonly used secondary resources. But remember that other search engines, such as Google Scholar, can also yield strong results.
Prewriting
Prewriting is the step in which tools such as free writing, brainstorming, outlining, or clustering are used. In prewriting, no idea is too off-topic or too strange to pursue. It is these sometimes dissociative ideas that can lead you to a paper topic that you never would have considered.
You will have time to tailor and sculpt your prewriting ideas to fit the parameters of your given assignment later. For now, just let your mind wander. Be open, curious, and attentive to where your questions lead you.
Though the common perception is that there is nothing that hasn’t been written about before, if you allow yourself to think outside the box, you can find a way of looking at an old topic through new eyes.
Even if it has been covered by another writer, you will be able to bring your unique perspective and relevant experiences to the larger discussion through initially casting a wide research net to pull in potential new ideas and relevant associations.
It is also during prewriting that the writer needs to make a decision about audience. Asking questions like: “Who is going to read my paper?” “What is the purpose of this paper?” and “Why are they going to read my paper?” will help you set your audience.
The simple answers to these questions are “My professor” and “Because they assigned it.” But these are not the true answers. It could be that your paper needs to be geared towards elementary level students, participants in a seminar, peers at a conference, or your classmates.
The language and tone for each of these audiences would be very different. Considering this also helps you set your relationship to the topic and to the audience in ways that will make the essay more readable and accessible.
Please watch the following short video produced by the MHCC AVID/Learning Success Center on Prewriting.
Drafting
Drafting is the beginning of “writing” your paper. It is important to remember that in drafting you should already have a thesis idea to guide your writing. Without a thesis, your writing will be prone to drift, making it harder to structure after the fact. In drafting, the writer should use materials created in the prewriting stage and any notes taken in discovery and investigation to frame and build body paragraphs.
Many writers will tackle their body paragraphs first instead of beginning with an introduction (especially if you are not sure of the exact direction of your paper). Beginning with body paragraphs will allow you to work through your ideas without feeling restricted by a specific thesis, but be prepared to delete paragraphs that don’t fit.
Also be prepared to move body paragraphs around, if necessary, to better fit your pattern of development and thesis. Afterwards, create opening and concluding paragraphs (with an appropriately revised thesis) that reflect the body of your essay.
Outlines can be useful for many students, depending on the nature and specifics of the assignment or writing project. Consult the following link on how to effectively craft and use strong academic outlines. The practice of “reverse outlining” (where an outline is written AFTER an initial draft is produced)will be discussed below.
Revising
There are two different scopes of revision: global and local.
Global revision involves looking for issues like cohesion of your main idea(s) and the overall progression of your essay. If your essay has paragraphs that do not flow into each other, but rather change topics abruptly only to return to a previous thought later, your essay has poor cohesion.
If your topics change from paragraph to paragraph, it is necessary to consider altering the order of your paragraph and/or revising your writing either by adding to existing paragraphs or creating new ones that explain your change in topic. An essay with a logical flow and smooth transitions is significantly easier to read and understand.
There is also an incredibly helpful revision technique called “Reverse Outlining.” In this process, a student completes a rough draft of the essay and then goes paragraph by paragraph taking notes on the basic function of each paragraph in the draft. At the end of the process, the student has a bullet-point list of words and phrases that show how the essay flows from one paragraph to the next. The student can then rearrange the body paragraphs, add or subtract additional paragraphs, and arrange the order to align with a more intentional and logical flow. For more on this process, check out this resource from Amherst College on Reverse Outlining. And this resource from The Writing Center at the University of Wisconsin-Madison.
Local revision involves looking for clarity in sentences, ensuring coherence within your body paragraphs, and addressing grammar, syntax, and formatting issues. This should be done after you are comfortable with the larger issues addressed in global revision.
The greatest trick to avoid having to fix too many local issues is to use varied sentence structure and to avoid using the same words repeatedly. Repeating the same sentence structure can make your paper feel mechanical and make an interesting topic feel boring. Also, if you can, have someone else read a draft of your essay to help catch the many small mistakes our eyes can miss when looking at the same essay for too long.
Check out these revision tips from the UNC Writing Center.
Editing
The final stage in writing a strong college essay requires a review of what you have written. In this last read of your essay, you should look for any grammar, spelling, or punctuation errors that have slipped through the cracks during the revising stage, or that were introduced in your revisions.
Reading your essay aloud, or asking a friend to read your essay back to you, are good ways to catch errors. Often if you read your own essay, especially out loud, you can catch errors in grammar, spelling, and punctuation that can be missed in a silent reading. Though this step seems minor within the process of writing, it is an easy way to prevent the loss of points over simple mistakes.
Check out this useful editing checklist from the UNSW Writing Center.