Real Stories: The All-Inclusive Textbook for Developmental Writing and Reading

The Process of Writing

Introduction

The Process of Writing is a step-by-step guide that will help you learn how to plan, write, revise, and proofread paragraphs and essays.

The section begins by illustrating the basic form of a paragraph and the elements that comprise it. You will learn the importance of a concise topic sentence and how to compose an effective concluding sentence.

Three important prewriting techniques are explained: clustering, fast-writing, and listing. These useful methods help to generate writing ideas and also assist in the selection and organization of subject matter and in the development of a clear topic sentence.

Five basic types of paragraphs, descriptive, narrative, illustrative, definition, and process are introduced. An example and analysis of each type is provided, and writing exercises offer you the opportunity to compose your own paragraphs.

You will study the basic form of an essay and learn about the thesis statement, body, and concluding paragraph. Several outlines are provided that will help you to plan and compose three, four and five-paragraph essays.

Examples and analyses of six different types of essays are included. These are descriptive, narrative, illustrative, definition, process, and comparison and contrast. Writing exercises, featuring useful advice and lists of suggested topics, provide practice in writing your own essays.

The Process of Writing concludes with a section on revision. The differences between editing for content and proofreading for grammar, punctuation and spelling are explained, and provided checklists offer helpful guidelines for checking your draft during revision and before writing the final copy.

The Paragraph

The Basic Parts of a Paragraph

A paragraph is composed of five to twelve related sentences that express or develop one main idea. (The sentence is the basic element of writing. If you’ve forgotten how a sentence is constructed, refer to The Sentence, page 141 for a refresher.) The most important parts of the paragraph are the topic sentence and the body. A paragraph should also have a concluding sentence which will be the last sentence of the paragraph.

The Topic Sentence

The topic sentence is usually the first sentence of the paragraph and contains the main idea. It is the most important sentence of the paragraph because it tells the reader what the author will be talking about in the body (middle sentences) of the paragraph.

A topic sentence should always be clear and concise. A vague or confusing topic sentence will leave the reader in the dark.

The Body

The body (middle sentences) contains the details, facts, or examples that support the main idea expressed in the topic sentence.

It is important to stay on the topic. If the writer has promised to list ways of saving money in the topic sentence, but goes off on a tangent and starts describing a trip to Coney Island or a date last Saturday night, the reader will be puzzled and irritated.

The Concluding Sentence

The concluding sentence will be the last sentence of the paragraph. Sometimes this is just a summary of the paragraph, but the most effective concluding sentence will pose a question or issue a challenge to the reader. In this way the reader becomes involved and must review the paragraph to answer.

First Sample Paragraph

Read the following paragraph carefully. Underline the topic sentence and the concluding sentence, and use a bracket to identify the body of the paragraph.

Here are some ways to save money when food shopping. When you go food shopping, bring along a list of only necessary items. Luxury items such as wines, special cheeses, paper plates, and napkins can be eliminated. The aisles of the supermarket contain expensive items, so shop the periphery where you will find all the staples such as bread, meat, dairy items, vegetables, and fruits. If you bring along young children, remember that the end of each aisle usually has display cases that contain tempting, bright, cheerful packages. The items in these display cases are arranged at the height of a young child sitting in a supermarket cart, and young children pull the items off the display cases and beg for them. Also, make sure you never go shopping for food when you are hungry because you are bound to buy snacks to munch on. Bring a calculator and add up the price of the items in your cart. If you have a specific amount of money set aside for food, stick to that amount. If you have food stamps or coupons from circulars that advertise reduced rates, bring them with you. The benefits of following this advice might be the ability to save money for a down payment on a new car or to go to a few great movies.

The first sentence of the paragraph is the topic sentence.

Here are some ways to save money when food shopping.

This sentence informs us that the author is going to give us some ways to save money when food shopping.

The middle sentences make up the body of the paragraph.

The sentences in the body support the idea that is stated in the topic sentence, saving money while food shopping. Various methods of saving money are listed.

•  redeeming coupons

•  using food stamps

•  sticking to a budget

•  using a calculator to keep track of expenses

•  purchasing only necessary items

•  avoiding luxury items

The author also offers lots of advice based on her own experiences.

The last sentence of the paragraph is the concluding sentence.

The benefits of following this advice might be the ability to save money for a down payment on a new car or to go to a few great movies.

In this example, the writer listed two benefits to using her methods to save money. Another effective conclusion would be to ask the reader if he or she knows better ways of saving money. For example:

Can you think of any better ways of saving money while food shopping?

Now, let’s look at the basic parts of a paragraph in more detail. We’ll begin with the topic sentence.

Working With the Topic Sentence

As we have learned, the topic sentence is very important because it tells the reader what to expect in the rest of the paragraph. Whether you have been assigned a writing topic by your teacher or have decided on a topic of your own, your first task is to make sure that the idea contained in your topic sentence is the proper size so that it can be developed in a single paragraph.

Keep in mind that a topic is not the same as a topic sentence. A topic is a general idea or theme. A topic sentence is a complete sentence with a subject and verb and must be a complete thought.

Imagine that you have been given an assignment to write a paragraph. You are presented with the following list of topics.

•  a scary experience

•  why I like vacations

•  my favorite teacher

•  the worst summer job I ever had

You decide to choose why I like vacations from the list and start by writing the following topic sentence.

Vacations are fun.

There are many reasons—perhaps hundreds—why vacations are fun. It would be very difficult to write a single paragraph on a topic so broad. How can this topic sentence be narrowed down so that it can be discussed in one paragraph?

One helpful approach is to ask questions about your topic and then try to answer them. When newspaper reporters write a story, they ask the six reporter’s questions: who, what, when, where, why, and how.

Let’s try using the reporter’s questions with our topic sentence.

With whom are vacations fun? (my family, my friends, etc.)

What kind of vacations are fun? (hiking, sightseeing, skiing, etc.)

When are vacations fun? (during summer vacation, in the fall when the leaves turn, etc.)

Where are vacations fun? (at the seashore, in the mountains, etc.)

Why or how are vacations fun? (because we can travel, because we can relax, etc.)

You can see that the answers to each question give you many different ideas to write about. If your new topic sentence is still too broad to write about in a five-to twelve-sentence paragraph, ask the questions again until you have narrowed the topic down even further.

For example:

Original topic sentence: Vacations are fun. (very broad)

Where are vacations fun? (in the mountains)

New topic sentence: Vacations are fun in the mountains. (still too broad for one paragraph)

Where in the mountains? (at the cabin we rent every summer)

Final topic sentence: Vacations are fun at the mountain cabin we rent every summer.

The idea in this topic sentence is clear and specific and is the right size to discuss in a single paragraph.

Second Sample Paragraph

In the paragraph below, the author decided that relaxation was her main goal when she went on vacation. She narrowed down the original topic sentence to Vacations are fun because they give me an opportunity to relax.

Vacations are fun because they give me an opportunity to relax. When I go on a vacation, I always stay in a hotel even if it is not first-class. The American Plan means that breakfast and lunch are served at the hotel and paid for in advance. This way, I only have to worry about finding a local restaurant in the evening. If I want to save money, I eat a big breakfast and lunch in the hotel and skip dinner. Since I love to swim, I pick a hotel with a swimming pool or one near the ocean. I never find time to read, so I bring a pile of good romance novels I have wanted to read for ages, along with suntan lotion, since my skin is so sensitive. I spend every afternoon sunbathing and reading on the beach or by the pool, a thermos of lemonade by my side. I try to get some lessons at the hotel like tennis or sailing, and at night I go out dancing. I bring along what my father used to call crazy money to splurge on items in the nearby town, the kinds of things I would never normally treat myself to. If there is extra cash left at the end of my vacation, I make sure to have either a manicure or a pedicure. When my vacation ends, I go home well rested and content.

You can see that this paragraph follows the form we studied on page 2. The first sentence is the topic sentence. Examples that support the topic sentence are listed in the body of the paragraph, and the paragraph ends with a strong concluding sentence.

Practice 1—Narrowing Down a Topic Sentence

The following topic sentences are either vague or too broad to write about in a single paragraph. In the space provided, write your own specific topic sentence. You can change the wording of the sentence in your answer if you wish. The first has been done for you. (If necessary, ask the six reporter’s questions: who, what, where, when, why, and how.)

1.Robbie has trouble making new friends. (Name the troubles that he has.)

Robbie has trouble making friends because he is shy and self-conscious.

(Now it is your turn to write down a specific topic sentence.)

2.Marcy planned a wedding. (Describe type of wedding, for whom, location, date.)

3.She had major problems with her in-laws. (Mention specific problems.)

4.He thought an education was a good idea. (Name the reasons why.)

5.She was a very generous woman. (Say in what ways she was generous.)

6.My best friend has proved her loyalty. (Name ways that demonstrate the friend’s loyalty.)

7.I have financial problems. (Specify the type of problem or the reason.)

8.I made gestures to rekindle an old friendship. (Specify the gestures you will discuss.)

9.Her mother was overjoyed to see her. (Discuss why or when she was overjoyed.)

10.I plan to do exciting things this summer. (Specify the activities you will engage in.)

Why a Clear and Specific Topic is Necessary

Let me share a funny story with you. Many years ago when I was teaching at Berkley College in White Plains, I taught a seminar on study skills. Any student who was having difficulties came to me for extra help. One afternoon a week before the end of the spring semester, one of the other instructor’s students, Mary, rushed into my room.

I am going crazy, Ms. Ortner. You have to help me. I have a research paper due in a week, and I can’t do it.

I told Mary to calm down and asked her what the problem was. It turned out that she could not get started.

How long does your paper have to be? I asked.

The body of the paper was required to be five pages long, and she needed a title page and a works cited page. When I asked her what the topic of the paper was, she replied, "Birds." Because she had picked such a simple topic, she could not imagine why she was unable to begin it. I replied that, even if I were Robert Tory Peterson, I could not write a five-page paper on birds. She was flabbergasted.

"Why not? Birds—what could be more simple? There are millions of birds around us."

That is just the point, I said. "Birds is too big a topic for anyone to write about." There have been countless numbers of birds in existence since life on earth began. In the Museum of Natural History there are bones of prehistoric birds that had wingspans of sixty feet. There are birds such as the Dodo which is extinct today. There are mountain birds, water birds, swamp birds, northern birds, southern birds, birds in every country in the world and in every climate. How could anyone write a short five-page paper on such a large topic?

I asked Mary if she wanted to write about living birds or dead birds. She selected living birds. I told her that was better but that there were still a great many bird species throughout the world. Then I asked her to select only birds in one location, so she selected North American birds. I explained that there was still a large number of birds in North America. I was certainly not an ornithologist (bird expert), but I knew of the cardinal, the wren, the eagle, the pelican, the cormorant, the parrot, the woodpecker, and the seagull. There were far too many living birds in North America to discuss in a five-page paper.

I asked Mary to select birds in a single state of the USA. She said, "Birds of Florida." I pointed out that, even in a single state, there are many species of birds. We had been talking for thirty minutes, so I suggested that we walk over to the library and study a book that contained photographs of Florida birds. As she examined the book, I asked Mary to select one species. She selected Florida pelicans. There are several species of pelicans living in the state of Florida, so she needed to select one species of pelican. Mary selected the Pink, Fussy, Prissy Flat-Footed Pelican of Florida. (Of course, there is no such pelican. I am only using this name to make my point clear.) I asked Mary what aspect or characteristic of this pelican she planned to write about in her five-page paper? Would she discuss how pink feathers were used as a camouflage or why this particular pelican was considered to be fussy, even prissy? How was this personality trait different from that of other pelicans in Florida? Did she plan to discuss how flat feet enabled this pelican to maintain its balance? Would the reader learn about the mating habits of this pelican? Finally, Mary got my point. I was asking her to select one pelican and discuss the characteristics of this particular bird. Now she could compose a clear and specific topic for her research paper. It was: The Mating Habits of the Pink, Fussy, Prissy, Flat-Footed Pelican of Florida.

In the tale of Goldilocks and the Three Bears, the bed can neither be too big nor too small; it must be the right size to fit the bear. In the same way, your topic must be the right size to fit your writing assignment, whether it is a five-page paper or a five-to-twelve-sentence paragraph. Poor Mary! The reason she could not start her research paper is that no one can write a five-page research paper on a topic as big as Birds.

Below you will see a diagram showing the steps that Mary and I used to narrow down her research topic so that it became the right size for her required paper.

You can see Mary’s final topic, The Mating Habits of the Pink, Fussy, Prissy, Fiat-Footed Pelican of Florida, is longer and much more specific than the general topic, Birds.

The Body of the Paragraph

The body of a paragraph contains the details, facts, descriptions, quotes, and examples that support the topic sentence.

In the body of the sample paragraph on page 3, the author describes a number of specific ways to save money. These methods include:

•  redeeming coupons

•  using food stamps

•  sticking to a budget

•  using a calculator to keep track of expenses

•  purchasing only necessary items

•  avoiding luxury items

As you read her paragraph you can see that these examples support what the writer has claimed she would do in her topic sentence: Here are some ways to save money when food shopping.

The second sample paragraph on page 6 is arranged in a similar way.

In the body of her paragraph, the author relates the steps she takes so that her vacations are relaxing. These include:

•  traveling on the American Plan

•  taking along books that she has wanted to read

•  swimming

•  sunbathing

•  dancing in the evening

These examples back up what the writer has stated in her topic sentence: Vacations are fun because they give me an opportunity to relax.

Practice 2—The Body of the Paragraph

In this exercise, you will find a series of clear topic sentences. For each, use your imagination and think of things that could be used in the body of the paragraph. Write them down in the spaces provided. The first has been done for you. (If necessary, refer back to the paragraphs on pages 3 and 6 to see how the details in the body of the paragraph support the topic sentence.)

1.Jack’s dangerous driving made him a terrible driver. (List four examples of bad driving you might write about in the body of this paragraph.)

a.He had trouble parking and often hit the car in front of him.

b.He crashed into another car when he forgot to signal before changing lanes.

c.He ran right over the curb when parking.

d.He smashed into the plate-glass window of a boutique.

(Now it is your turn to think of four examples for each topic sentence.)

2.Maria is a fantastic cook who is especially good at making Italian dishes. (List four dishes you might write about in this paragraph.)

a. _______________________________________________________

b. _______________________________________________________

c. _______________________________________________________

d. _______________________________________________________

3.Wendy was upset with the difficulties her husband had in handling money. (List four difficulties you might write about in this paragraph.)

a. _______________________________________________________

b. _______________________________________________________

c. _______________________________________________________

d. _______________________________________________________

4.It is important to develop trust in an intimate relationship. (List four reasons why trust is important.)

a. _______________________________________________________

b. _______________________________________________________

c. _______________________________________________________

d. _______________________________________________________

5.Here are four healthy methods to reduce anxiety and stress during exam week. (List four methods you might write about in this paragraph.)

a. _______________________________________________________

b. _______________________________________________________

c. _______________________________________________________

d. _______________________________________________________

6.I am usually easygoing, but there are a few things that make me angry. (List four things you might write about in this paragraph.)

a. _______________________________________________________

b. _______________________________________________________

c. _______________________________________________________

d. _______________________________________________________

7.There were four things that appealed to Wanda about a vacation on a tropical island. (List four things you might write about in this paragraph.)

a. _______________________________________________________

b. _______________________________________________________

c. _______________________________________________________

d. _______________________________________________________

8.I had a teacher I will always remember. (List four reasons why you will remember this teacher.)

a. _______________________________________________________

b. _______________________________________________________

c. _______________________________________________________

d. _______________________________________________________

9.In many ways, music today is radically different than it was in the 1970’s. (List four ways in which music is different.)

a. _______________________________________________________

b. _______________________________________________________

c. _______________________________________________________

d. _______________________________________________________

10.Last Saturday night I had a blind date with the cheapest man I have ever met. (List four examples of why he was cheap.)

a. _______________________________________________________

b. _______________________________________________________

c. _______________________________________________________

d. _______________________________________________________

11.My grandmother has some unique traits. (List four traits you might write about in this paragraph.)

a. _______________________________________________________

b. _______________________________________________________

c. _______________________________________________________

d. _______________________________________________________

The Concluding Sentence

The concluding sentence is usually the last sentence of the paragraph. Elementary, junior high, and high school students are sometimes taught to write a concluding sentence that is a simple summary of their paragraph. While summaries are easy to write, they are often boring and inadequate. Think about how much less effective the sample paragraph on page 3 would be if the last sentence was a simple summary.

In conclusion, I have presented several ways you can save money while food shopping.

You, the reader, already know this. In fact, you might be annoyed that this writer thinks you are so dense that she must repeat herself. Fortunately, the author is passionate about what she has written. Her methods have clearly made a big difference in her own life, and she makes an effort to pass this on to the reader. She concludes her paragraph by pointing out that there are two genuine advantages to using her techniques to save money.

The benefits of following this advice might be the ability to save money for a down payment on a new car or to go to a few great movies.

Remember that the main purpose of writing is to communicate something of value to others, something that can enhance the reader’s life. If you went through a difficult experience but learned valuable things about yourself (for instance, that you have abilities and strengths you weren’t aware of), you owe it to yourself to share this information with your reader. Don’t waste this opportunity with a tiresome summary; instead make an effort to connect with your reader.

Challenge the reader with a question that forces him or her to review the entire paragraph and compare his or her experience to yours. If you write a narrative paragraph (which tells a story), you can tell the reader what you learned from a specific experience that changed you in relation to yourself or the way you handle people or situations.

Life changes from moment to moment. Some of your readers may be going through an experience like yours this very minute and would appreciate glimpsing light at the end of the tunnel. We are not here by accident; we are all living in the same time and space for a purpose. Be direct and specific; do not mince your words.

Practice 3—The Concluding Sentence

A good concluding sentence completes the paragraph just like the ribbon on a beautifully wrapped present. Following are six sample paragraphs with weak or ineffective concluding sentences. For each, try composing your own concluding sentence and write it down in the space provided. The first has been done for you. If necessary, refer to the paragraphs on pages 3 and 6 for examples of strong concluding sentences.

1. Grandma Bess was the matriarch of the family; her nickname was golden fingers because she was such an exceptional cook. Every Thanksgiving twenty relatives gathered at her apartment on Nostrand Avenue in Brooklyn. I remember the chocolate covered almonds dusted with sugar and the bowls of fresh salted cashews. There was a huge turkey filled with chestnut stuffing, mounds of fluffy mashed potatoes and gravy, green beans with almonds, and three different types of pies: blueberry, apple, and pumpkin. Big scoops of chocolate and vanilla ice cream along with hot fudge sauce were piled on the slices of pie.

The paragraph above has a weak and ineffective concluding sentence. It needs a solid conclusion to leave a strong impression on the reader.

A summary conclusion:

There was always plenty to eat when we celebrated Thanksgiving at Grandma’s house.

A challenge or thought-provoking conclusion:

Most of all, I remember the warm laughter of the grownups and how after dinner when it was dark outside, the children sat on their parents’ laps feeling safe and secure surrounded by the gleaming crystal and the glow of the candlelight.

(Now it is your turn to write down a specific concluding sentence to replace the weak and ineffective concluding sentence in each of the five paragraphs below.)

2. Jessica had always seemed selfish; however, when her mother was hospitalized with a hernia last Christmas, Jessica cooked the dinner, bought and decorated the tree, and purchased and wrapped all the presents for her four brothers and two sisters. She also managed to take her two younger sisters ice-skating and help her youngest brother prepare a project for his science class. She carried the Christmas dessert, a pecan pie, which is her mother’s favorite, to the hospital so her mother could share in the festivities.

A summary conclusion:

A challenge or thought-provoking conclusion:

3. Karina longed to own a home by the water more than anything else. She felt having a piece of land and a home—even a small home—would make her feel more grounded. She cut out photographs of homes for sale from real estate brochures and newspapers and even pasted color photographs of homes on a sheet of blue oak tag. She meditated and asked God to help her find the home of her dreams. She studied the lists of foreclosures in the local paper and saved money for a down payment.

A summary conclusion:

A challenge or thought-provoking conclusion:

4. Her resumé was so impressive that the lawyer wondered why Jennifer wanted to apply for a part time job as a legal assistant; however, the lawyer hired her anyway. The first week Jennifer arrived on time, put in a full day of work, and seemed interested in the job and quite eager to learn and take on additional responsibilities. The second week Jennifer was late two mornings. The third week Jennifer did not show up on two of the four days. She phoned to say how sorry she was and that she had overslept due to depression. The fourth week Jennifer didn’t come to work or phone.

A summary conclusion:

A challenge or thought-provoking conclusion:

5. Although he was talented and skilled, he never earned a decent salary. He had such low self-esteem that instead of demanding an adequate salary, he worked three jobs—days, nights, and weekends—to make ends meet. He took pride in this exhausting schedule. He accepted any job offered and refused to look for a better or more suitable one. He believed that his older brother was financially successful because he had a degree from Yale and felt that you must possess a diploma from an Ivy League school in order to be successful.

A summary conclusion:

A challenge or thought-provoking conclusion:

6. She dreamed that she was hanging on by one hand to the top branch of an oak tree which was shaking wildly in the wind. Letting go seemed dangerous, yet she could only hang onto the branch a few minutes longer. The ground beneath was strewn with jagged rocks. If she could leap over the rocks, she would be able to reach a path of smooth golden sand shining in the distance.

A summary conclusion:

A challenge or thought-provoking conclusion:

Prewriting Techniques

When approaching any writing project, all authors must go through a process of organizing their thoughts and ideas so that they can decide what to write about and how to write about it.

Several basic steps are involved:

•  selecting a subject to write about

•  narrowing the subject down to a main idea that can be expressed in a single sentence—the topic sentence

•  thinking of support ideas that are related to the main idea

•  choosing which support ideas to include

•  associating and organizing various ideas

Prewriting is a very useful technique in this process of organization. Prewriting helps stimulate your thinking and aids in selecting, arranging, and associating your thoughts.

During prewriting exercises you write spontaneously as quickly as possible, paying no attention to spelling, grammar, or punctuation. The objective is to get all of your thoughts down on paper. Now you can read through your list and select what you would like to write about in the body of your paragraph. Once you have chosen the subject matter for the body of your paragraph, it is easy to compose a clear and specific topic sentence.

We will study and practice three different prewriting methods: clustering, fast-writing, and listing. Whenever you get stuck and cannot decide what to write about, try one of these prewriting techniques to help get things going again.

Clustering

The first prewriting method we will study is called clustering. In this technique, the main subject is placed in the center box, and related ideas are written in the small boxes that are clustered around it.

Clustering—First Example

In this example, the writer is exploring her strong feelings about an acquaintance, Jim.

The author first wrote down Jim in the center box and then put down all of her thoughts about him in the small boxes that are arranged around the center box. She placed a star next to the ideas that were especially significant to her and crossed out any items that were unimportant. Then, she used a thick line to connect any small boxes that were related and formed a pattern. After looking at all of her connected boxes, she composed a topic sentence about Jim’s temper and how it was demonstrated by his behavior.

I am going to discuss Jim’s temper, and I will tell you about several occasions when he flew into a rage.

This clear sentence informs the reader that Jim has a problem controlling his anger and that specific examples will be presented to support the author’s claim.

Clustering—Second Example

In our second clustering example, the author is thinking about the characteristics that are necessary for a good marriage.

She began by writing good marriage in the middle box. During the exercise, she wrote down all the qualities that came to mind in the small boxes that are clustered around the center box. After the time period expired, she reviewed what she had written, placing stars next to the ideas that were of particular interest to her and crossing out the ideas that were not important. Then she used a thick line to connect any small boxes that were related and formed a pattern. Finally, she composed the following topic sentence.

A good marriage requires mutual trust, honesty, and respect, and I will illustrate why these qualities are important.

The reader knows from this topic sentence that the writer will present evidence to demonstrate why she feels that trust, honesty, and respect are necessary in a good marriage.

Practice Clustering

In the large box in the center below, write the name of a person (or place, thing, or organization) that you feel strongly about. Next, set your timer for one minute. During this time, jot down any thoughts that come to mind about this subject or your relationship to the subject. Write each thought in a small box, paying no attention to grammar, spelling, or punctuation. Add more boxes if necessary. Kick open the door to your subconscious and write as fast as you can. When the timer goes off, lift your pen off the page. Next, follow the directions for clustering.

Directions for Clustering

1.The large box in the center should function as a magnet for all of the smaller boxes. Are the words in the small boxes about the person (place, thing, organization) whose name is in the center? If not, cross out the words in that small box.

2.Place a star next to any small box that is especially significant to you and that you might want to think about further.

3.Cross out any small boxes that do not interest you.

4.Now comes the most important part, so take your time and think carefully. You’re trying to find something about the subject you’d like to explore in writing. Take out your highlighter and draw a thick line connecting any of the boxes containing words or ideas that are related and form a pattern in your mind.

5.The last step in the clustering exercise is to compose a topic sentence. A topic sentence must be specific because it tells your reader the purpose of your (five to twelve sentence) paragraph. Think about the pattern you noticed in step four, and write your topic sentence in the space below.

Fast-writing

The second prewriting exercise we will study is called fast-writing. The author quickly writes down all of the words and phrases that come to mind about the topic during the exercise. Wide margins are left on both sides of the column to add other ideas after the exercise is over.

Fast-writing—First Example

In this example, the writer recalls a frightening experience when her car broke down.

During the one-minute exercise, the author wrote down every thought that she could remember about her experience. After the time period was up, she read back over her fast-writing and crossed out any words that were not necessary to write a vivid paragraph about the event. Then, the writer added extra details in the margins that she wanted to include but had left out during the exercise. Next, she circled the words that explained what kind of encounter she had, and when, where, and how it occurred. Finally, she composed her topic sentence.

The most frightening experience of my life happened outside Livingston, Montana on August 2, 1989, when my Honda overheated and stalled and I was surrounded by a motorcycle gang.

This topic sentence tells the reader that he or she will learn about a terrifying incident and the circumstances under which it took place.

Fast-writing—Second Example

Here, the writer is fast-writing about a happy occasion when she went to the animal shelter to pick up a new puppy.

During the exercise, the author wrote down every thought that she remembered about her experience. When she read back over her fast-writing, she crossed out any words or phrases that were not necessary to write a vivid paragraph about the event. Then, the writer added extra details in the margins that she wanted to include but had left out during the exercise. Next, she circled the words that explained what kind of experience she had, and when, where, and how it occurred. Finally, she composed her topic sentence.

In August, 1999, I went to the North Shore Animal League where I adopted a sweet female puppy who is a mixed breed, collie and German shepherd.

This topic sentence tells the reader that he or she will learn about a happy event and the details of when, where, and how it occurred.

Practice Fast-writing

Select any experience in your life that affected you deeply—the most exciting, romantic, frightening, or perhaps the saddest. Set a timer for one minute and write as quickly as you can, paying no attention to grammar, spelling, or punctuation. When the time