Description
Kindly help me write an essay using brain storming notes on a word document.My TOPIC IS: STUDY ABROAD.Kindly consider to write compare and contrast studying abroad and use of transitions are very important. I am uploading the documents for guidelines.The Essay must have a thesis statement.
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Brainstorming or Invention Techniques: How Do You Begin to Write?
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Freewriting
Listing
Wh-questions
Clusters or Branches
Cubing
Outline
Freewriting
Write your general topic at the top of the page. Now begin to write down everything that comes to
your mind on this topic. Write nonstop for 10 minutes. If you do not have anything to say, write “I
do not have anything to say” until something comes to your mind. If you do not know the word in
English, write it in your own language or just leave a blank and continue writing. Do not cross
anything out. Do not worry about order, logic, sentence structure, or punctuation for now. The idea
is to get down as much as you can and write your ideas as quickly as possible.
Stop after 10 minutes and reread what you have written. Circle or underline the ideas and
expressions that you like. You can use some of these ideas to write an essay on the topic. (If you
have something else to say on the topic, continue this invention activity).
Example:
Monday morning. Well here I am sitting at the key board not knowing what to write about have to
think about not coming back and correcting my errors and typos but it is really humans nature to
always come back and correct. Did you hear the thunder in the morning? It was rainign the whole
night nong. That is why I couldn’t sleep well at noight and am sleepy now Loved birds chirping in
the morning didn’t want to get up though lazy morning…Getting up early in the morning is the
hardest thing for me t do. now sitting at the computer trying to concentrate…dreaming about a cup
of coffee…didn’t wake up rested
Topic sentence: I cannot concentrate on my studies today because I did not sleep well last night.
Listing
Listing is much faster than freewriting, but it follows the same principle. You list the ideas that come
to your mind. The only difference is that you do not write sentences, but words and phrases. This
technique is very helpful for getting examples or specific information about your topic.
Example:
Summer morning, Student Union
Campus is still dead
Not noisy
Brainstorming or Invention Techniques: How Do You Begin to Write?
Adapted from Academic Writing (2nd ed.) Exploring Processes and Strategies by Ilona Leki (1998) and
College Writing Basics. A Student-Writing Approach (6th ed.) by Thomas E. Tyner (2003)
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Very quiet
Just a few students in the union
Caribou Coffee guys are bored, not much to do
Taco bell for lunch
One girl on the phone for a long time
A couple having coffee
Lounge music
Pictures on the wall
Cold
Boring
No events
You do not have to include every detail from your list into your final writing. You may keep some
details and eliminate others.
Topic sentence: On a summer day, K-State Student Union does not look as busy as in the fall.
Wh-questions
This technique can help you develop your thoughts. The following questions can be used to generate
ideas on your topic:
Who
What
Where
When
Why
How
“What” questions: What’s the problem? What’s the reason? What’s the answer? What’s my
opinion? What can I do about it? What does he/she know about it?
“Who” questions: Who was involved? Who did it? Who do I believe? Who was affected? Who
cares?
“Why” questions: Why did it happen? Why did I do it? Why did he/she do it? Why do I care? Why
did it change? Why am I writing this?
“When” questions: When did it happen? When did I realize it? When did it change? When will I
decide?
“How” questions: How was I affected? How were others affected? How did it happen? How did it
get started? How can I change the situation? How does it work? How do I know?
Brainstorming or Invention Techniques: How Do You Begin to Write?
Adapted from Academic Writing (2nd ed.) Exploring Processes and Strategies by Ilona Leki (1998) and
College Writing Basics. A Student-Writing Approach (6th ed.) by Thomas E. Tyner (2003)
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Example:
1. What is the problem? I do not get along with my teacher. She is always picking on me.
2. Who is involved? The teacher and I. Just us.
3. How did it get started? Once I was a little late for class. Also, I didn’t have my books with
me. Since that day she’s been picking on me every class.
4. Why does she do it? I really do not know. It seems that she gets along with other students. I
come in a little late from time to time and sometimes I turn in my homework assignments a
day late, but I do not think that’s the reason she is angry at me.
5. When does this happen? Every class.
6. How do I feel about it? I am confused. This situation makes me sad. I do not know what to
do.
7. What can I do about it? I could set an appointment with the teacher and come talk to her in
her office, or I could just drop the class and take it again from another teacher next semester,
or I could do nothing, which is not good.
Clusters or branches
Write the topic of your paper in the middle of the page. Now write down all the things you associate
with it. Then find associations for each of the things you have written down. Continue this process as
long as you can find associations. When you are done, look at all the associations and try to group
them into clusters or categories.
Know nothing
about my country
students
teachers
Reaction to foreigners in
Manhattan, KS
Brainstorming or Invention Techniques: How Do You Begin to Write?
Adapted from Academic Writing (2nd ed.) Exploring Processes and Strategies by Ilona Leki (1998) and
College Writing Basics. A Student-Writing Approach (6th ed.) by Thomas E. Tyner (2003)
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Some want to
know more about
me
Some are eager to know more
and are more open-minded
Some have never
been out of KS
Some are
ignorant
Some do not care or are afraid
to hang out with internationals
Ask me same questions about where I am
from and my accent. Annoying.
children
community
Treat differently
stare
Cubing
A cube is a square object with six equal sides. Thus, using this technique, you will describe your
topic from six different points of view (or six angles). Examine your topic:
1. Describe it. (What do you see? What does it look like?)
2. Compare it. (What is it similar to? What is it different from?)
3. Analyze it. (What is it made of?)
4. Associate it. (What does it remind you of?)
5. Apply it. (What can you do with it? How can you use it?)
6. Argue for or against it. (Give your reasons.)
You can practice this technique using a candy bar.
Outline
1.
2.
3.
4.
Create a list of words on the topic.
Choose the items that are most interesting and appropriate.
Write your topic sentence.
Arrange your ideas in an outline.
Brainstorming or Invention Techniques: How Do You Begin to Write?
Adapted from Academic Writing (2nd ed.) Exploring Processes and Strategies by Ilona Leki (1998) and
College Writing Basics. A Student-Writing Approach (6th ed.) by Thomas E. Tyner (2003)
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Example:
Topic: Sports
soccer
basketball
swimming
strength
coach
team sports
athletes
game
muscles
score
competition
Olympics
Revised Topic: Good soccer player
Topic sentence: To be a good soccer player, you should be in good shape, follow your coach, and
know how to work as a team.
Outline:
1. be in good shape
– muscles
– physical exercise
– heart rate
– cardio
2. follow the coach
– leader of the team
– rules
– practice
3. work as a team
– strategies
– team spirit
– ball control
Brainstorming or Invention Techniques: How Do You Begin to Write?
Adapted from Academic Writing (2nd ed.) Exploring Processes and Strategies by Ilona Leki (1998) and
College Writing Basics. A Student-Writing Approach (6th ed.) by Thomas E. Tyner (2003)
5
Basic Guide to Writing
an Essay
What is an Essay?
◼
An essay can have many purposes, but the basic structure is
the same no matter what. You may be writing an essay to argue
for a particular point of view or to explain the steps necessary
to complete a task. Either way, your essay will have the same
basic format. If you follow a few simple steps, you will find
that the essay almost writes itself. You will be responsible only
for supplying ideas, which are the important part of the essay
anyway.
Don’t let the thought of putting pen to paper daunt
you. Get started!
Essay Format
These simple steps will guide you through the essay writing
process:
◼ Decide on your topic.
◼ Prepare an outline or diagram of your ideas.
◼ Write your thesis statement.
◼ Write the body.
◼ Write the main points.
◼ Write the subpoints.
◼ Elaborate on the subpoints.
◼ Write the introduction.
◼ Write the conclusion.
◼ Add the finishing touches.
Choosing a Topic
You may have no choice as to your topic. If this is the case, you still may not be
ready to jump to the next step. Think about the type of paper you are expected to
produce. Should it be a general overview, or a specific analysis of the topic? If it
should be an overview, then you are probably ready to move to the next step. If it
should be a specific analysis, make sure your topic is fairly specific. If it is too
general, you must choose a narrower subtopic to discuss.
For example, the topic “KENYA” is a general one. If your objective is to write an
overview, this topic is suitable. If your objective is to write a specific analysis, this
topic is too general. You must narrow it to something like “Politics in Kenya” or
“Kenya’s Culture.“
Once you have determined that your topic will be suitable, you can move on.
Organize Your Ideas
The purpose of an outline or diagram is to put your ideas about the
topic on paper, in a moderately organized format. The structure you
create here may still change before the essay is complete, so don’t
agonize over this. Decide whether you prefer the cut-and-dried
structure of an outline or a more flowing structure. If you start one
or the other and decide it isn’t working for you, you can always
switch later.
Organizing Your Ideas
Grooming
Breeds
Behavior
Dogs
Health
Nutrition
Writing Your Outline
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Begin your outline by writing your topic at the top of the page.
Next, write the Roman numerals I, II, and III, spread apart down the left
side of the page.
Next to each Roman numeral, write the main ideas that you have about your
topic, or the main points that you want to make.
◼ If you are trying to persuade, you want to write your best arguments.
◼ If you are trying to explain a process, you want to write the steps
that should be followed. You will probably need to group these into
categories. If you have trouble grouping the steps into categories, try
using Beginning, Middle, and End.
◼ If you are trying to inform, you want to write the major categories
into which your information can be divided.
Under each Roman numeral, write A, B, and C down the left side of the
page.
Next to each letter, write the facts or information that support that main
idea.
When you have finished, you have the basic structure for your essay and are
ready to continue.
Composing a Thesis Statement
Now that you have decided, at least tentatively, what
information you plan to present in your essay, you are
ready to write your thesis statement.
◼ The thesis statement tells the reader what the essay
will be about, and what point you, the author, will be
making.
◼ You know what the essay will be about. That was
your topic. Now you must look at your outline or
diagram and decide what point you will be making.
What do the main ideas and supporting ideas that you
listed say about your topic?
◼
Thesis Statements
Your thesis statement will have two parts.
◼ The first part states the topic.
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Kenya’s Culture
◼ Building a Model Train Set
◼ Public Transportation
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The second part states the point of the essay.
has a rich and varied history
◼ takes time and patience
◼ can solve some of our city’s most persistent and pressing problems
◼
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Once you have formulated a thesis statement that fits
this pattern and with which you are comfortable, you
are ready to continue.
Writing the Body Paragraphs
◼
In the body of the essay, all the preparation up to this point
comes to fruition. The topic you have chosen must now be
explained, described, or argued. Each main idea that you wrote
down in your diagram or outline will become one of the body
paragraphs. If you had three or four main ideas, you will have
three or four body paragraphs. Each body paragraph will have
the same basic structure.
◼ Start by writing down one of your main ideas, in sentence
form. Next, write down each of your supporting points for
that main idea, but leave four or five lines in between each
point.
◼ In the space under each point, write down some elaboration
for that point. Elaboration can be further description or
explanation or discussion.
◼ Once you have fleshed out each of your body paragraphs,
one for each main point, you are ready to continue.
Example
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If your main idea is “reduces freeway congestion,” you
might say this:
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Supporting Point:
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Public transportation reduces freeway congestion.
Commuters appreciate the cost savings of taking public
transportation rather than driving.
Elaboration
Less driving time means less maintenance expense, such as oil
changes.
◼ Of course, less driving time means savings on gasoline as well.
◼ In many cases, these savings amount to more than the cost of riding
public transportation.
◼
Write the Introduction and
Conclusion
Your essay lacks only two paragraphs now:
the introduction and the conclusion. These
paragraphs will give the reader a point of
entry to and a point of exit from your essay.
Introduction
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The introduction should be designed to attract the reader’s attention and give her an idea
of the essay’s focus. Begin with an attention grabber. The attention grabber you use is up
to you, but here are some ideas:
◼ Startling information. This information must be true and verifiable, and it doesn’t
need to be totally new to your readers. It could simply be a pertinent fact that
explicitly illustrates the point you wish to make. If you use a piece of startling
information, follow it with a sentence or two of elaboration.
◼
Anecdote. An anecdote is a story that illustrates a point. Be sure your anecdote is
short, to the point, and relevant to your topic. This can be a very effective opener for
your essay, but use it carefully.
◼
Dialogue. An appropriate dialogue does not have to identify the speakers, but the
reader must understand the point you are trying to convey. Use only two or three
exchanges between speakers to make your point. Follow dialogue with a sentence or
two of elaboration.
◼
Summary Information. A few sentences explaining your topic in general terms can
lead the reader gently to your thesis. Each sentence should become gradually more
specific, until you reach your thesis.
If the attention grabber was only a sentence or two, add one or two more sentences that
will lead the reader from your opening to your thesis statement.
Finish the paragraph with your thesis statement.
Conclusion
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The conclusion brings closure to the reader, summing
up your points or providing a final perspective on
your topic. All the conclusion needs is three or four
strong sentences which do not need to follow any set
formula. Simply review the main points (being
careful not to restate them exactly) or briefly describe
your feelings about the topic. Even an anecdote can
end your essay in a useful way. The introduction and
conclusion complete the paragraphs of your essay.
Don’t stop just yet! One more step remains before
your essay is truly finished.
Add the Finishing Touches
◼
You have now completed all of the paragraphs
of your essay. Before you can consider this a
finished product, however, you must give
some thought to the formatting of your paper.
Check the order of your paragraphs.
◼ Check the instructions for the assignment.
◼ Check your writing.
◼
Once you have checked your work and
perfected your formatting,
your essay is finished.
Congratulations!
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Editing Checklist for Revision
Introduction:
• Is there a hook?
• Does the introduction engage the reader and set the stage for the topic?
• Is the main topic or argument of the essay clear and specific
• Did I use appropriate & adequate transitions between these elements?
• Is the thesis statement the last sentence?
• Is my thesis statement concise and directly related to the essay’s main focus?
• Does each paragraph contribute to the central thesis or purpose of the essay?
• Have I avoided going off-topic or including unrelated information?
Thesis statement
• Is there a thesis statement at the end of the introduction?
• Does the thesis clearly align with the topic question or prompt?
• Do I propose and interesting, debatable-yet-plausible and challenging idea?
• Did I clarify with a second sentence: In other words… if necessary?
• Did I follow a statement format…. (NOT a question)?
Main Idea:
• Is the main idea or thesis statement clearly stated in the introduction?
• Does each paragraph have a clear topic sentence that relates to the main idea?
• Do the body paragraphs provide strong evidence or support for the main idea?
• Is the main idea effectively summarized or reinforced in the conclusion?
Organization (Overall):
• Does the essay have a clear and logical structure, including an introduction, body
paragraphs, and a conclusion?
• Are the paragraphs and ideas in an order of information or arguments effective and
easy to follow?
• Have I used appropriate transitions and signposts to guide the reader through the
essay?
• Does the conclusion effectively summarize the main points and restate the thesis?
Organization (Paragraphs):
• Does each paragraph have a clear focus or topic sentences that introduce the main
point?
• Have I used appropriate paragraph breaks to separate different points or ideas?
• Is my evidence credible and properly cited (if necessary)?
• Is the content relevant to my main idea, or is there any unnecessary information?
BODY PARAGRAPHS
Does each body paragraph:
• Did I begin with a topic sentence (aligned with the thesis)?
• Did I include at least 3 pieces of evidence to support the claim (quote and specific
examples)?
• Did I include explanation of how the details relate to the thesis?
• Are there approximately 2 lines of explanation for every line of evidence
• Did I use appropriate & adequate transitions between these elements?
• Did I follow the logic of the thesis statement?
• Did I end with a concluding sentence which reinforces the thesis statement in a
summative and convincing way?
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Editing Checklist for Revision
Content:
• Have I provided enough evidence, examples, or support for my arguments or
claims?
• Is the information accurate, relevant, and up-to-date?
• Have I addressed potential counterarguments or opposing viewpoints?
• Are there enough relevant and credible sources or evidence to support the claims?
• Are there specific and concrete examples to illustrate key points?
• Is there a sufficient depth of analysis and explanation for each point?
Style (Sentence Structure):
• Are the sentences varied in length and structure to maintain reader interest?
• Have I avoided wordy sentences that might confuse the reader?
• Did I correct sentence fragments, run-on sentences, or awkward sentence
constructions?
Style (Word Choice, Tone):
• Have I chosen words that are precise and appropriate for the context?
• Does the tone match the purpose of the essay (e.g., formal, informal, persuasive,
informative)?
• Have I used precise and appropriate vocabulary for the subject matter?
• Is the tone consistent and appropriate for the audience and purpose?
Conclusion
Does the conclusion:
• Begin with the thesis (though worded slightly differently than in the introduction)?
• Conclude with an interesting yet general closer?
Grammar & Mechanics:
• Have I checked for common grammar issues such as subject-verb agreement, verb
tense consistency, and pronoun-antecedent agreement?
• Have I re-read after a break to check for sentence fragments, run-ons and
wordiness?
• Are there any typographical or spelling errors that need correction?
• Have I followed the rules of punctuation and capitalization consistently?
Citations and References:
• Have I properly cited all sources and references used in the essay, following the
required citation style (i.e., APA,)?
• Is there a reference or works cited page included if required by the assignment?
Formatting:
• Is the essay formatted correctly according to the assignment guidelines (font,
margins, spacing, page numbers, etc.)?
• Have I followed any specific formatting requirements for headings, titles, or
sections?
Proofreading:
• Have I carefully proofread the entire essay for errors and typos?
• Have I read the essay aloud to catch any awkward phrasing or mistakes that might
not be apparent on a quick read-through?
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