WRITING

COURSE OBJECTIVES
1. To understand the main ideas of both concrete and abstract topics;
2. To include technical discussions in his/her field of specialization;
3. To interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for either party; and
4. To produce clear, detailed text on a wide range of subjects and explain viewpoint
on a topical issue giving the advantages and disadvantages of various options.

TOPIC LEARNING OUTCOME

 To produce well - written outputs
 DISCUSSION
I. WHAT IS WRITING?

Writing is the process of using symbols (letters of the alphabet, punctuation and
spaces) to communicate thoughts and ideas in a readable form.
To write clearly it is essential to understand the basic system of a language. In
English this includes knowledge of grammar, punctuation and sentence structure.
Vocabulary is also necessary, as is correct spelling and formatting.
BENEFITS OF WRITING
Writing is essential. It brings about a lot of advantages (Chappell, 2011; or What is
the importance of writing?) since it helps to:

“I’m happy.” vs “I’m happy!”

• express one’s personality;

• foster communication;
• develop thinking skills;
• make logical and persuasive arguments;
• give a person a chance to later reflect on his/her ideas and re-evaluate them;
• provide and receive feedback; and
• prepare for school and employment.

As Walsh (2010) says:

Writing is important because it’s used extensively in higher education and in the
workplace. If students don’t know how to express themselves in writing, they won’t be able
to communicate well with professors, employers, peers, or just about anyone else. Much of
professional communication is done in writing: proposals, memos, reports, applications,
preliminary interviews, e-mails, and more are part of the daily life of a college student or
successful graduate.
II. CREATIVE WRITING

 Creative writing, a form of

artistic expression, draws
on the imagination to
convey meaning through
the use of imagery,
narrative, and drama. This
is in contrast to analytic or
pragmatic forms of writing.
This genre includes poetry,
fiction (novels, short stories), scripts, screenplays, and creative non-fiction.
 It can be considered as any type of writing that is original and expressive of oneself.
Typically, it can be identified by an emphasis on narrative craft, focusing on
elements such as character development, narrative and plot, infusing its structure
with imagination, invention and story.
 In this sense, creative writing can technically be considered any writing of
contemporary, original composition - it's bound by no standard conventions and
uses a whole range of elements in its craft.
 In an academic setting, creative writing is typically divided into fiction, poetry, or
scriptwriting classes, with a focus on writing in an original style, not defined by
pre-existing structures and genres.
What makes a good piece of creative writing?
It is important to note that there is no pre-defined description of what it means to
create a ‘good’ piece of creative writing. As the very name suggests, creative writing is an
imaginative process, created by the individual with all their quirks and personalities.
There are a few general principles that you can follow to make your creative writing
as strong as it can be - by making it as authentic and true to you as possible:
 Know your audience - All great stories begin with a target audience in mind -
because it’s exactly what you need to know in order to really tailor your writing
and connect with them. Therefore, any creative writer should begin their writing by
plotting out exactly who they want to read their work. Once you have this in mind,
your writing will naturally begin to take direction and flow in a way that seems
appropriate to your audience.
 Write what you know - Quite often, the best stories are those which we can
connect to and relate in one or another way to our own lives. Or, they’re stories
which seem so authentic that you could imagine it to be about the writer’s own life.
Now, this doesn’t mean that you quite literally have to write about your life, but
drawing on knowledge you have about different elements of our lives to give your
story some authenticity and more believability.
  Creativity is key - Creativity is one of the most important elements of creative
writing. It’s what sets you apart from other pieces of writing in your genre. Of
course, this doesn't demand that you write a tale about a totally fantastical and
mythical world with unique creatures - but simply use your creativity to think a
little outside the box and put a unique twist on things; using literary devices like
metaphors, alliteration, and varied sentence structure to make your work unique
and interesting.
 Push your imagination - One of the great things about creative writing is that there
is no definition or rules on ‘how’ to write. It’s a much more subjective genre, and
one which relies heavily on your own interpretations. Therefore, you should push
your imagination to the limits to see what the end result could be. Some of the most
interesting pieces of literature are thought-provoking or make us question the
writing or world around us - where could your story take us?
 Plot a loose story arc - Despite the loose bounds of creative writing, it is still
advisable to plot a loose story arc for any piece of literature you create. Story arcs
are critical at giving your writing direction and purpose, helping you to write the
whole piece at a good pace, without writing any superfluous content or ‘waffle.’
Follow your story arc, and your writing will have a strong structure, pace and
direction - keeping your readers more engaged.
What are some techniques used in creative writing?
To make their writing stand out, writers often employ several creative writing techniques
and literary devices, including:
 Character development - The process of creating a well-rounded, realistic
character with depth, personality, and clear goals or motivations.
 Plot development - The story of your piece of writing - how it develops, unfolds,
and moves along in time.
 Point of view - The perspective from which a narrative is told. It indicates who is
telling the story and how the information is conveyed to the reader. Quite often
writers will play with the point of view of the central character or protagonist to
trick the reader and twist their perspective.
 Dialogue - Refers to the speech and conversations characters use to speak to one
another. Dialogue and the language choices a character makes can be pivotal in
helping define their personality.
 Literary devices - Such as metaphors, similes and alliteration to make creative
writing more imaginative and descriptive. These are used in a myriad of ways by
writers to make their writing more vivid, interesting and engaging.
III. DEFINITION OF PARAGRAPH
A paragraph is a series of sentences on a specific point or topic. A well written paragraph
must have a topic sentence which states the main idea: what the paragraph is about. While
some say the topic sentence can be anywhere in the paragraph, it is best to put it as the first
sentence in a paragraph. The rest of the sentences in the paragraph support, elaborate, and/or
further explain the main idea expressed in the topic sentence.
Paragraphs can contain many different kinds of information. A paragraph could contain
a series of brief examples or a single long illustration of a general point. It might describe a
place, character, or process; narrate a series of events; compare or contrast two or more things;
classify items into categories; or describe causes and effects.

IV. PARAGRAPH STRUCTURE: MAKING THE MOST OF YOUR IDEAS

A paragraph is made up of a topic sentence, the developing details, and a concluding
sentence. Whether you are writing a short article or a book, the key to effectively
communicating your ideas is to organize your thoughts into paragraphs. Like most papers, a
good paragraph should have an introduction, evidence, and a conclusion. In addition, it should
focus on a central theme, idea, or subject.
Here, however, we will discuss how to write a general paragraph based on its three main
elements: (1) the topic sentence, (2) supporting evidence, and (3) the concluding statement.
1. Topic sentence
The topic sentence is typically the first sentence of a paragraph, and it should clearly state the
main idea that you will develop throughout the paragraph. If a topic sentence is too general,
the paragraph will often be lengthy and unfocused. In this situation, the paragraph can be
organized into two (or sometimes more) paragraphs, each with a topic sentence that has a more
reasonable scope based on the available supporting evidence. Ideally, your readers should be
able to quickly identify the main ideas and scope of your paper simply by reading every topic
sentence.
2. Supporting evidence
The supporting evidence composes the body of the paragraph. This element should consist of
detailed information that is directly relevant to and further develops the main point presented
in the topic sentence. It is standard to have anywhere from two to five concise supporting
sentences, which is generally sufficient to develop the main point and keep the paragraph
focused.
3. Concluding statement
The concluding, or closing, sentence essentially restates the main idea of the paragraph in the
context of the supporting evidence. However, it is important to note that the concluding
statement should not simply repeat the topic sentence; care should be taken to minimize
redundancy between the two. The concluding statement can also be used to transition into the
main idea of the next paragraph, which improves the overall flow of the paper.

Example paragraph:
Throughout the years, mice have proven to be invaluable model organisms for biomedical
research, allowing researchers to investigate disorders by manipulating the environment or the
genome. Unlike their human counterparts, mice can be studied in a carefully controlled
environment. It is also relatively easy for researchers to manipulate diet composition, food
availability, exercise, and other environmental factors that can contribute to differences in
physiological outcomes in mice. In addition to being relatively inexpensive, fast to
reproduce, and easy to maintain compared to other mammalian models, mice are also
remarkably similar to humans in terms of their physiology and genetics. Mice and humans
share approximately the same number of genes and exhibit extensive synteny. Because of
their genetic similarity to humans, mice have been used to pioneer genetic manipulation
technologies, such as gene overexpression and gene knockout and knockdown models at the
whole-organism level or in specific tissues. These technological breakthroughs in genetics
research have fueled several decades of rapid discovery and knowledge expansion in many
biomedical fields. The ability to manipulate both genetic and environmental variables with
relative ease has made mice one of the most widely used in vivo models in biomedical research
today.

 The example topic sentence (sentence 1, underlined) tells the reader that the paragraph is
going to discuss why the mouse has become such an important model organism for
biomedical research and how researchers can manipulate environmental and genetic
factors in mice to answer important biomedical questions.
 In our example, the information provided in the supporting sentences (sentences 2-6)
explains to the reader why mice are good model organisms for studying biological
processes and medical conditions. The supporting evidence includes information about
why mice are easy to raise, how easy it is to control their living environments, and the
genetic advantages to using mice as model organisms for translational studies of human
disease processes. The use of introductory words and phrases (bolded text) helps the
reader follow the author’s argument from one sentence to the next.
 The concluding statement in our example paragraph (sentence 7, in italics) clearly
summarizes the conclusion that the author would like you to draw from the supporting
evidence presented in the body of the paragraph. Here, the author wants to convey that
mice are invaluable in vivo models for human disease research because both
environmental and genetic factors are relatively easy to manipulate. Restating the main
point of the paragraph in the last sentence ensures that the reader has a clear
understanding of the author’s interpretation of the supporting evidence presented in the
body of the paragraph.
Here are some ways you can develop and support your topic:
1. Use examples
2. Tell a story illustrating the idea
3. Compare and Contrast
4. Give data (such as facts, statistics, etc.)

A good way to think of a paragraph and how it is structured is like a sandwich. The topic
sentence is the top layer of bread, the concluding sentence is the bottom layer, and all of the
developing details in-between are the meat and other goods of the sandwich.

V. QUALITIES OF A PARAGRAPH
A good paragraph is like a miniature essay. It has a clear beginning, middle, and
ending. Strong paragraphs combine focus and attention to detail to develop a single
idea thoroughly, and they help the reader transition from one idea to the next.

1. UNITY - singleness or "oneness" of purpose. All the detail sentences clearly point to
or support the topic sentence.

2. COHERENCE - all the sentences and ideas in the paragraph flow smoothly together
to make clear and logical points about the topic. Coherence can be achieved through the
use of:

A. A natural or easily recognized order:

Time Order (Chronological) - arranging details or sentences as they

happen according to time; usually used in writing narratives
Space / Direction Order (Spatial) - arranging evidence in relation to
space, direction or location
Importance Order (Emphatic) - arranging details in order of importance
or emphasis
Step-by-Step (Sequential or Procedural) - arranging information
according to numbers.
B. Transition Words and Phrases - used to show the connection from one
sentence to another, or to signal a new train of thoughts
Some common transitions:

a. For continuing a common line of reasoning: consequently, clearly,

then, furthermore, additionally, and, in addition, because, besides that, in
the same way, also, in the light of...
 b. To change the line of reasoning: however, on the other hand, but, yet,
nevertheless, on the contrary

c. For the final points of a paragraph or essay: finally, lastly

d. Transitional chains, to use in separating sections of a paragraph which

is arranged chronologically:
- first, second, third...
- generally, furthermore, finally
- in the first place, also, lastly/finally
- in the first place, just in the same way, finally
- basically, similarly, as well as
e. To signal conclusion: therefore, this, hence, in conclusion, indeed

f. To restate a point within a paragraph in another way or in a more

exacting way: after, afterwards, as soon as, at first, at last, before, before
long, finally, in the first place, in the meantime, later, meanwhile, next,
soon, then

C. Repetition of Key Words - important words or phrases (and their synonyms)

may be repeated throughout a paragraph to connect the thoughts into a coherent
statement.

D. Substitution of Pronouns for Key Nouns - use a key noun in one sentence
and then use a pronoun in its place in the following sentences. When using
pronouns consider the nouns to be replace by checking the nouns: 1. number - is
the noun to be substituted singular of plural, 2. function in the sentence - is the
noun to be replaced use as a possessive, a subject, or object, 3. gender - is the
noun to be replaced a male, a female, a common noun or a neutral noun, 4. Person
- is the noun to be replaced in the first, second, or third person.

E. Parallelism - use of the same grammatical structure in several sentences to

establish coherence. The use of similar phrasing helps tie ideas and sentences
together.

3. PARAGRAPH DEVELOPMENT - Support and evidence provided by the writer can

be explained in different ways. These details can be provided by giving or using:
a. narration – telling a story
b. description – painting something or someone by use of words
c. comparison – showing how two subjects are similar
d. contrast – pointing out how two subjects are different from each other
e. example – providing illustrations or representatives of an idea or topic
f. classification – organizing or grouping together subjects with the same
 qualities or characteristics
g. division – taking out a part from the whole to fully discuss or emphasize
how the part is integral to the whole
h. definition – giving the meaning of a term, idea, or concept
i. process analysis – telling how something is achieved or came to be; or
telling how to do something
j. cause and effect – showing reasons/results of a phenomena/process

References:

Chappell, V. (2011). What makes writing so important? Retrieved December 27, 2012,
from | http://www.marquette.edu/wac/WhatMakesWritingSoImportant.shtml.
Walsh, K. (2010). The importance of writing skills: Online tools to encourage success. |
Retrieved December 27, 2012, from http://www.emergingedtech.com/2010/11/the-
| importance-of-writing-skills-online-tools-to-encourage-success/.
https://www.englishclub.com/writing/what.htm#:~:text=%22Writing%22%20is%20the%
20process%20of,make%20much%20money%20from%20writing.%22
https://writingcommons.org/article/four-basic-principles-in-writing-fiction/
https://oxfordsummercourses.com/articles/what-is-creative-writing/
https://writing-center.phsc.edu/writing/paragraphs-and-essays/paragraphs/definition-
paragraph
https://wts.indiana.edu/writing-guides/paragraphs-and-topic
sentences.html#:~:text=A%20paragraph%20is%20a%20series,should%20be%20
organized%20into%20paragraphs.
https://studentsupport.op.ac.nz/learning-support/structuring-
text/#:~:text=Paragraphs%20contain%20three%20main%20parts,first%20sentenc
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https://www.aje.com/arc/editing-tip-paragraph-structure-making-most-your-ideas/