The Writing Process
"The best writing is rewriting."
The writing process indoctrinated in ENG 2105 is important for students just as being one with the force is important for Jedi Knights. The writing process will be each student’s foundation in writing meaningful, critically analyzed artifacts.
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(Unity/Topic Sentence) There are several steps required to accomplish the writing process. (Adequate Development/Body) First, get the facts. Before setting forth any stance, you must explore the perspectives of your chosen topic and educate yourself the significance of said topic. Second, begin the prewriting steps—identify the audience, purpose, premise, and chosen quotation from an expert central to your argumentative claim. Third, begin drafting by cohesively and logically sewing your evidence with your main claim. Fourth, reach out to peer mentors and schedule appointments with Writing Center tutors to receive suggested edits and eliminate patterned errors brought from high school to college. Fifth, begin the rewriting process by applying received edits to revise your work into becoming a “best rewrite.” Sixth, schedule a teacher conference with Dr. Gill-Mayberry to obtain a more critical, but ultimately helpful, response pertaining to your carefully written artifact. Finally, once you have achieved a “best rewrite,”—a written artifact where both peer mentors and Writing Center tutors see no errors—you will present the final draft in front of the tribunal for evaluation of your rhetorical merit. (Coherence/Conclusion) In sum, completing the writing process will produce the best possible writing artifact.
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(Unity/Topic Sentence) Additionally, in constructing a competent and effective argumentative piece, students must follow the six constituent elements present in Aristotelian Classical Argumentative Rhetoric: introduction, narration, confirmation, concession, refutation, and summation. (Adequate Development/Body) First, the introduction paragraph accomplishes three jobs. The introduction intellectually captures the audience's interests via the hook, establishes the audience’s perception of the writer via the writer’s careful dictation and linguistic facility, and sets forth the writer’s stance on the topic via the bridge. Second, the narration paragraph offers context to the chosen topic by exploring the historical, political, economical, and social aspects surrounding said topic. Additionally, the narration paragraph will reveal what is at stake for both sides of the argument thereby allowing the audience to gauge the writer’s claim more fairly. Third, the confirmation paragraph requires an explanation why the writer believes in their thesis by incorporating facts brought by experts to construct a chain of reasoning vital to the argument. Fourth, the concession paragraph recognizes the rhetorical merit of the writer’s opponent without weakening the writer’s claim. Fifth, the refutation paragraphs establish the rebuttal against the writer’s opponent by elaborating on the three reasons/supports established in the writer’s thesis. Finally, the summation paragraph indicates why the writer’s claim is the best solution for US society. (Coherence/Conclusion) Overall, each constituent element of Aristotelian Classical Argumentative Rhetoric must be apparent in developing a competent and effective argument in the journey that is ENG 2105.
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ENG 2105 presents many challenges, but the satisfaction of completing a paper or presenting in front of the tribunal heavily outweighs the negatives. Remember, “the best writing is rewriting,” and you will learn to appreciate the class mantra the more you practice and develop your skills as a rhetor.
