Chapter 4: Reading & Writing
Approaching the Writing Process
College courses emphasize expository writing—writing that explains or informs. Often expository writing assignments will incorporate outside research, too. Some classes will also require persuasive writing assignments in which you state and support your position on an issue. Your instructors will hold you to a higher standard when it comes to supporting your ideas with reasons and evidence.
To write successfully, you also need to pre-write, think, research, plan, organize, draft, revise, rethink, analyze and brainstorm. Why is it important to think of writing as more than just the act of physically writing out words? When people say that they’re “bad at writing,” they actually just need to make a few adjustments to just one of the phases of the writing process. The more you understand your writing process, the more control you have over it.
Writing well is difficult. Even people who write for a living sometimes struggle to get their thoughts on the page. Even people who generally enjoy writing have days when they would rather be doing anything else. For people who do not like writing or do not think of themselves as good writers, writing assignments can be stressful or even intimidating.
No magic formula will make writing quick and easy. However, you can use strategies and resources to manage writing assignments more easily.
Using the Writing Process
- Prewriting. The writer generates ideas to write about and begins developing these ideas.
- Outlining a structure of ideas. The writer determines the overall organizational structure of the writing and creates an outline to organize ideas. Usually this step involves some additional fleshing out of the ideas generated in the first step.
- Writing a rough draft. The writer uses the work completed in prewriting to develop a first draft. The draft covers the ideas the writer brainstormed and follows the organizational plan that was laid out in the first step.
- Revising. The writer revisits the draft to review and, if necessary, reshape its content. This stage involves moderate and sometimes major changes: adding or deleting a paragraph, phrasing the main point differently, expanding on an important idea, reorganizing content, and so forth.
- Editing. The writer reviews the draft to make additional changes. Editing involves making changes to improve style and adherence to standard writing conventions—for instance, replacing a vague word with a more precise one or fixing errors in grammar and spelling. Once this stage is complete, the work is a finished piece and ready to share with others.
Chances are you have already used this process as a writer. You may also have used it for other types of creative projects, such as developing a sketch into a finished painting or composing a song. The steps listed above apply broadly to any project that involves creative thinking. You come up with ideas (often vague at first), you work to give them some structure, you make a first attempt, you figure out what needs improving, and then you refine it until you are satisfied.
Common misconceptions about the writing process
Most people have used this creative process in one way or another, but many people have misconceptions about how to use it to write. Here are a few of the most common misconceptions students have about the writing process:
- “I do not have to waste time on prewriting if I understand the assignment.” Even if the task is straightforward and you feel ready to start writing, take some time to develop ideas before you plunge into your draft. Freewriting—writing about the topic without stopping for a set period of time—is one prewriting technique you might try in that situation.
- “It is important to complete a formal, numbered outline for every writing assignment.” For some assignments, such as lengthy research papers, proceeding without a formal outline can be very difficult. However, for other assignments, a structured set of notes or a detailed graphic organizer may suffice. The important thing is to have a solid plan for organizing ideas and details.
- “My draft will be better if I write it when I am feeling inspired.” By all means, take advantage of those moments of inspiration. However, understand that sometimes you will have to write when you are not in the mood. Sit down and start your draft even if you do not feel like it. If necessary, force yourself to write for just one hour. By the end of the hour, you may be far more engaged and motivated to continue. If not, at least you will have accomplished part of the task.
- “My instructor will tell me everything I need to revise.” If your instructor chooses to review drafts, the feedback can help you improve. However, it is still your job, not your instructor’s, to transform the draft to a final, polished piece. That task will be much easier if you give your best effort to the draft before submitting it. During revision, do not just go through and implement your instructor’s corrections. Take time to determine what you can change to make the work the best it can be.
- “I am a good writer, so I do not need to revise or edit.” Even talented writers still need to revise and edit their work. At the very least, doing so will help you catch an embarrassing typo or two. Revising and editing are the steps that make good writers into great writers.
What Role Do Emotions Play in Writing?
How you feel about a writing task often determines how effectively you can complete it. For example, have you ever struggled to write an apology to someone you upset? Have you ever found yourself procrastinating to write an assignment you don’t really understand? Have you ever found that it’s easier for you to seem to write better in some classes more than others?
Emotions are the reason that sometimes you can write without thinking and sometimes you find yourself procrastinating, then staring at a blank screen, typing and deleting the same words over and over, feeling your writing becoming more awkward rather than less. That’s why simply acknowledging how you feel can help you avoid procrastination.
The first step is acknowledging how you feel, and the second step is figuring out why you feel that way. For example, some students have negative feelings about a writing assignment because they don’t like the teacher (or a teacher they had years ago), or they’ve had past struggles in a subject, or they don’t understand the point of the assignment, or they’re overwhelmed with other classes. Being able to identify why you’re feeling an emotion takes the power out of it. Sometimes you can even find a solution to make the writing task easier.
Here are some stories about how student writers changed their writing processes.
Raveena’s Story
Whenever Raveena writes, she feels a little editor on her shoulder who’s always chiming in correcting her grammar and telling her that her sentences are awkward and sloppy. She spends so much time editing while she writes that she loses her train of thought and has trouble just letting her thoughts flow. Writing a single page takes her hours.
Raveena’s instructor asked if she had always written this way. Raveena said she used to write easily, but during her first semester she had a couple of instructors who were tough graders. Whenever she would write, she would imagine her instructors criticizing her. Raveena’s instructor suggested two solutions:
1) She should pretend to write to someone she likes. It’s easier to write to a friendly reader than a hostile one. Raveena imagined writing to her favourite cousin and writing got a little easier.
2) She asked Raveena to put a piece of paper over her laptop screen or turn the screen’s brightness to the lowest setting, then type out her thoughts. At first, Raveena found this very uncomfortable. When she turned her screen back on, she saw a jumble of text. But Raveena soon discovered that she had quickly written 500 words, which would have taken her hours under her old method. Raveena then used her excellent editing skills to shape what she had written.
Kai’s Story
Kai prided themself on being able to write their essays the night before. They would drink some energy drinks and buy their favourite snacks and write for hours. They rarely revised their work. This technique worked well in high school, but when they got to university their grades started slipping. Their instructors noted that they had great ideas, but many were not well-organized or were incomplete.
Kai’s instructor asked the class to bring a draft for a peer workshop. Kai told their instructor that they wouldn’t be able to write a draft, since they could only write well the night before the assignment was due. Kai’s instructor asked them what they liked about writing at night. Kai said that they liked how quiet it was in the house at 3 a.m. and how the pressure made them focus. Kai’s instructor asked them to try to replicate the same environment (dark room, snacks, drinks etc.), set a timer for 2 hours and see how much they could write. Kai was able to write a rough draft of their assignment, though they didn’t feel the “writing magic” in the same way.
During the workshop, Kai’s classmates offered several useful suggestions for improvement, but they were worried about overthinking things and ruining them by doing too much revision. Kai’s instructor told them to save the rough draft as a different file. If they didn’t like the revisions, they could go back to the previous draft. Kai tried a number of revision techniques and ended up with a much stronger assignment. Slowly, they used more and more revision techniques in their other assignments. The result: higher grades and more sleep.
If your writing process is working for you, then there’s no need to change it. But if the way you write frustrates you, consider making some changes. You might also consider changing your writing process for certain writing tasks, such as important assignments.
Questions for Reflection
- How did you learn to read and write? Who influenced you?
- What do people in your culture and/or your family believe about reading, writing and telling stories?
- What are some of your most positive reading and writing memories?
- Describe some moments when you struggled with reading or writing. How did you react?
- Have you ever changed a belief around reading and writing?
- Do you believe that you are a good writer? Why or why not?
- What is the most frustrating part of reading or writing for you?
- Describe your writing process. How do you tackle writing tasks?
- What do you think the role of your writing teacher should be?
Do you notice any patterns? Can you identify any beliefs that might hold you back? Let’s take a look at how other students answered.
Simran’s Story
Simran’s earliest memories of reading involve being snuggled up with her grandma, siblings and cousins. She loved being read to. Before she was old enough to go to school, she often sat with her older siblings as they did their homework and pretended to write. Unfortunately, when Simran was in Grade 4, she had a teacher who criticized her writing. She began to believe that she was a bad writer. By the time she reached Grade 12, English was Simran’s worst subject.
Today, Simran likes to read for fun, but hates to read for school. When she gets a writing assignment, she often starts and stops and procrastinates. She writes a sentence then gets caught up in grammar details, deletes it, starts over, then checks social media. In the end, she pulls an all-nighter and hands in her assignment with just minutes to spare. Simran likes to write fan fiction based on her favourite T.V. show, and she doesn’t understand why the words come so easily when she’s writing for fun, but so painfully when she’s writing for school. She isn’t looking forward to taking a business communication course because she thinks completing the assignments will be stressful.
Jian Yi’s Story
Jian Yi began his education in China. He was an excellent student and enjoyed writing. His teachers often praised his beautiful cursive. When Jian Yi was 12, his family moved to Canada. He was placed for a short time in an EAL class, but quickly was integrated into a Grade 7 classroom. He understood very little and felt embarrassed whenever he was asked to speak in class. Though Jian Yi’s English skills improved dramatically, he never again enjoyed school.
Jian Yi doesn’t enjoy reading or writing. He majored in Accounting because he believed there wouldn’t be much reading and writing, and he’s disappointed that he has to take a communications class. He is taking a full course load and he wants to get through this course as quickly as possible.
Both Simran and Jian Yi are good writers; Simran can write short stories and Jian Yi can write in multiple languages. Neither, however, expects to do well in this course. That’s the power of unhelpful beliefs. They can set us up for failure before we’ve even started. By talking about our reading and writing beliefs and figuring our where they came from, we can challenge unhelpful beliefs and be more successful.
Thinking about our reading and writing beliefs is also a great way to celebrate the communication strengths you already have. For example, if you’ve learned Traditional Stories from elders in your community, you already know a story can be used as a powerful teaching tool when tailored to the right audience at the right time. Your ability to play music or sing will help you write sentences that people will enjoy reading. If you can shift between multiple languages or dialects, you can adapt to a new workplace environment. Our goal is not to erase what’s unique about your writing voice to make it “appropriate” for the workplace, but to build on your existing skills so that you can be successful in whatever workplace you enter.
