Title: The Writing Process
Course: Question Banks

Q: Ella received an essay assignment from her American Studies professor. The prompt question is long and detailed. She is unsure exactly what is being asked and doesn’t know how to proceed with choosing a topic. What resource will be the MOST helpful to her at this stage of the assignment?
- Google (Incorrect. Google’s answers will be too broad. The context of what you are covering in class is more important when trying to determine the requirements of a writing assignment.)
- The campus writing center (Incorrect. While the writing center might be helpful, they would not be the first and most important resource to help you in evaluating the requirements of a writing assignment.)
- another student. (Incorrect. Discussing an assignment with another student might help bring some clarity, but it might also add to her confusion, so this would not be the first and most important resource for deciphering a writing assignment.)
- Her instructor (Correct! The course instructor is the best resource to clarify questions specific to the assignment.)
A: Her instructor

Q: What do we call it when an instructor explains the purpose of the assignment and gives its parameters (such as word or page count, types of sources, etc.), and provides the criteria for grading?
- A rubric (Incorrect. A rubric would most likely not include the purpose of an assignment.)
- A thesis question (Incorrect. A thesis question would be found in the writing assignment itself.)
- A syllabus (Incorrect. A syllabus does not typically contain information for a specific assignment.)
- An assignment prompt (Correct! An assignment prompt is the source that you use to help determine the requirements and scope of an assignment.)
A: An assignment prompt

Q: If you are working to define the context of your essay, or, in other words, to find out why you’re writing in the first place, you are
- creating a mind map of possible essay topics. (Incorrect. A mind map or brainstorming will not help you understand the context of your essay.)
- beginning a rough draft of your essay. (Incorrect. You should define the context and purpose of your essay before beginning your rough draft.)
- writing your thesis statement. (Incorrect. Defining the context of your essay is an important step before determining your thesis.)
- trying to better understand the essay’s rhetorical situation. (Correct! Understanding the rhetorical situation of an essay will help you determine the purpose you should have while writing.)
A: trying to better understand the essay’s rhetorical situation.

Q: Focusing on a specific time period, a specific event, or a geographic area are all ways to help you:
- Begin brainstorming. (Incorrect. Focusing on more specific aspects of a topic is not a brainstorming method.)
- Determine what type of tone you should use. (Incorrect. A focus on this information would not help in deciding the tone that’s appropriate for your paper.)
- Decide on the appropriate length of your assignment. (Incorrect. This information does not help determine the length of an assignment.)
- Narrow your topic. (Correct! Narrowing the scope of a subject by focusing on more specific aspects of that subject will help you to make your essay topic more manageable.)
A: Narrow your topic.

Q: Kathy received a research essay assignment about life during the Civil War. Her teacher did not assign a specific topic, so Kathy has to determine which aspect of life during the Civil War will be the focus of her essay. Which plan, outlined below, is the BEST way to help her appropriately narrow her topic?
- Review personal experience with the assignment, read textbooks and articles assigned for the class, and brainstorm a list (Incorrect. This plan will give her more ideas, not help her narrow in on the specifics of one topic.)
- Look up topic in a popular source, survey your peers informally about topic, and ask for help from the Writing Center (Incorrect. This outlined plan might help her find more ideas for general topics; it will not help her to narrow her topic.)
- List three topics she’s interested in and make a pro/con list. (Incorrect. This plan will not help her understand the general conversation and ideas surrounding a topic that might help her narrow the focus of her essay.)
- Look up the in encyclopedias, note how topic has been broken down, and research some of these sub-topics (Correct! This plan helps her to find one topic and then find specific angles and arguments about that topic she could write about.)
A: Look up the in encyclopedias, note how topic has been broken down, and research some of these sub-topics

Q: Silas has to write a paper about the life cycle of penguins for his Wildlife Studies class. Which questions could he ask himself to help him effectively narrow his topic?
- Is it necessary to study the life cycle of a penguin? (Incorrect. This question is not relevant to appropriately narrowing his topic.)
- How many papers have been written about the life cycle of penguins? (Incorrect. Assessing the number of papers written about a topic won’t help to narrow the topic.)
- Why are we studying the life cycles of penguins? (Incorrect. This question does not help to narrow the topic for his assignment.)
- Is there a specific species or region of penguin I can focus on? (Correct! Focusing on a more specific type of penguin can help him to narrow the scope of his research and what he will cover in his assignment.)
A: Is there a specific species or region of penguin I can focus on?

Q: When Dan received his essay topic, the Salem Witch Trials, he began scribbling notes in felt-tip marker on a bunch of paper towels he had handy. Some of his notes are about these trials, but some are about Massachusetts history in general, and some are about the Wiccan religion. Do you think Dan has spent his time well or not?
- No, because Dan should employ a system of keeping his notes organized so he doesn’t waste time later. (Incorrect. Not all of his notes at this stage of writing will be important. Once he does a messy freewrite, he can pull out the useful ideas and organize them.)
- No, because Dan’s essay is on a certain topic, and not all of his notes are relevant to that topic. (Incorrect. The purpose of a freewrite is to let ideas flow in order to identify the most useful or important ones. If some are off topic at this stage, that is okay.)
- Yes, because his paper should cover as much as he knows about the Salem witch trials as possible. (Incorrect. The purpose of freewriting is not to identify and explore every idea remotely related to a topic. Freewriting can help Dan identify one or two topics that are the most relevant or interesting for his assignment.)
- Yes, because prewriting is messy and non-linear, and we cannot always predict where prewriting will end up. (Correct! The purpose of prewriting is to get a flow of ideas on paper so that you can find the ones that are useful.)
A: Yes, because prewriting is messy and non-linear, and we cannot always predict where prewriting will end up.

Q: Prewriting has no set structure or organization because
- it’s not an important part of the writing process. (Incorrect. Prewriting is an important part of idea and thought generation in the writing process.)
- its main point is to help you focus on grammar. (Incorrect. Grammar is not a concern in prewriting.)
- It is not a graded portion of the assignment (Incorrect. Grading has nothing to do with the lack of structure in prewriting.)
- it helps you generate ideas and overcome writer’s block. (Correct! Often we don’t know what to write about because we’re concerned about finding the “right” thing. Allowing for more messiness helps your brain to release and explore a lot of ideas.)
A: it helps you generate ideas and overcome writer’s block.

Q: Adam received a writing assignment to write a persuasive essay about something that is important to him. Staring at a blank paper in front of him, his mind is full of possible subjects, but he can’t decide which one he could write a fully-formed essay about. What would be the MOST helpful next step in his process?
- Read articles online. (Incorrect. It’s difficult to start research before you know exactly what you’re researching about.)
- Wait for the right idea to come to him. (Incorrect. The perfect idea might never come. It’s better to take concrete action toward deciding on a specific topic.)
- Just pick the first thing that comes to his head and write his paper on that. (Incorrect. Often the first thing that comes to mind might not be something you have enough ideas or opinions about to write an entire essay.)
- Doing a timed freewrite asking the questions, “What irritates me?” and “What do I care about?” (Correct! A timed freewrite can help put thoughts on paper so he can better sort through his ideas and choose one to write about.)
A: Doing a timed freewrite asking the questions, “What irritates me?” and “What do I care about?”

Q: Darnell is writing a paper about climate change for his biology course and starts by freewriting for ten minutes. When he stops, he has a full page of notes and thoughts about climate change research and tidbits of things he’s read about and heard related to the Great Barrier Reef, the loss of animal habitats, the decline in bee populations, ocean waste, vegan diets, pollution, fracking, and more. What should his next steps be?
- look over his list and find the topics that sound most scientific and therefore more likely to impress his audience. (Incorrect. Darnell shouldn't force himself to write about a topic he's less interested in just because the thinks it will impress others.)
- turn his free write into the rough draft for his paper. (Incorrect. A freewrite might contains a number of different topics and often contains a lot of nonsense. It's typically not focused enough for a first draft.)
- ask a classmate or peer to review his freewrite to tell him which topic will be most interesting to write about in his paper. (Incorrect. While chatting about ideas with others is helpful, Darnell should pick a topic that interests him, not his peers.)
- look over his list and find the things that sound more interesting or that he has strong feelings about. (Correct. Writing about something that interests him is a good way to go.)
A: look over his list and find the things that sound more interesting or that he has strong feelings about.

Q: What advantages are there to creating a mind map as part of your prewriting strategy?
- A mind map lets you work without writing, since you just connect thoughts in your mind. (Incorrect. A mind map should be written down.)
- A mind map helps you craft the sentences you’ll use in your final draft. (Incorrect. The purpose of a mind map is to generate ideas and thoughts, not produce well-crafted sentences.)
- A mind map will produce the perfect structure for your essay. (Incorrect. While a mind map might reveal connections, it still lacks refined structure.)
- A mind map can help you connect lots of different ideas about a single topic. (Correct! A mind map can help you see connections between your ideas, which can help you in developing a thesis and supporting points.)
A: A mind map can help you connect lots of different ideas about a single topic.

Q: Gavin created a cluster map, or “bubble cloud,” about his topic. He also wrote a list of questions about it. Gavin is
- editing. (Incorrect. Editing involves reading and revising a finished essay.)
- reading critically. (Incorrect. These activities are not considered reading activities.)
- proofreading. (Incorrect. Proofreading is reading an essay to look for grammar or other structural mistakes.)
- prewriting. (Correct! These types of activities help to generate ideas before you begin writing.)
A: prewriting.

Q: Norah considers herself a visual learner and does not prefer to fill pages and pages with text. Which prewriting strategy would be the MOST helpful for her?
- Journaling (Incorrect. Journaling is typically a writing activity that might not be helpful visually.)
- Freewriting (Incorrect. Freewriting includes writing for a set amount of time, which might not be the most helpful for a visual learner.)
- Questioning (Incorrect. Questioning is primarily a writing activity, which might not be the best strategy for a visual learner.)
- Sketching (Correct! Sketching is a way to visually conceptualize and develop your ideas about a topic.)
A: Sketching

Q: Which of these working thesis statements do you evaluate to be stronger, and why?

1. The American character has weakened because it lacks the qualities that George Washington believed were essential to the stability and success of the United States of America. Three of the qualities are morality, unity, and patriotism.
2. While the Merlin of the popular Arthurian legends is certainly fictional, historical records suggest that he was based on a composite of three real men: King Aelfred of Britain, his advisor Ethelfred, and a mysterious traveler of the time whose name is unknown.
- A, because the claim is strong and clear. (Incorrect. The claim is too broad, trying to address the character of America as a whole rather than a specific group or a specific aspect of character.)
- B, because A is more than one sentence long. (Incorrect. Length is not an indication of a strong thesis statement.)
- A, because it lists three specific qualities to explore. (Incorrect. These qualities listed are still general and difficult to prove.)
- B, because its claim is narrow and provable by research. (Correct! A strong thesis statement should be specific and provable.)
A: B, because its claim is narrow and provable by research.

Q: Your peer Craig has written the following working thesis: “Loggers and colonists are destroying acres of our natural rainforests, despite these facts: many species of medicinal plants are becoming extinct, they are destroying the habitats of thousands of species of rainforest animals, and they are disrupting the life of the indigenous people who live there.” What revisions would you suggest, if any, to strengthen this working thesis?
- You have narrowed your topic down well, so it’s clear what your paper will be about. This is a strong working thesis. (Incorrect. Though the topic is clear, this thesis lacks an angle.)
- You have mentioned plants, animals, and people of the rainforest, and covering all of these will make your paper too long. (Incorrect. It could be possible to address these in one paper, but the thesis lacks a specific angle or opinion that the writer intends to prove.)
- You are not an expert on deforestation, so this is not a topic you should cover. (Incorrect. You can research just about any topic, so that is not what is lacking in this thesis.)
- This is a great topic, but I don’t see that you have a claim. This paper will read like a report. (Correct! This is a list of facts. It is missing an angle.)
A: This is a great topic, but I don’t see that you have a claim. This paper will read like a report.

Q: How can you know if you’ve written an effective thesis statement?
- It provides balanced reasoning—it shows the pros and cons of a topic, but not your opinion. (Incorrect. A good thesis should make a claim or statement of opinion. It’s not merely a pro/con list.)
- It presents an opinion that no one could possibly argue or disagree with. (Incorrect. An effective thesis is arguable.)
- It appears in the first paragraph of your essay. (Incorrect. A good thesis can be placed at the beginning, middle, or end of the essay if that placement serves the main claim of the essay.)
- It acts as a roadmap—it tells the readers what to expect in the rest of the essay. (Correct! A good thesis states the main claim of the paper and briefly outlines the evidence that supports that claim.)
A: It acts as a roadmap—it tells the readers what to expect in the rest of the essay.

Q: Which of the following is the most effective thesis statement?
- There are real advantages and disadvantages to being homeschooled. (Incorrect. This thesis does not take a stance on one side of the argument.)
- Many toy companies create advertisements to appeal to young children. (Incorrect. This statement lacks a claim.)
- Should schools require physical education classes? (Incorrect. This sentence does not make a claim about the topic.)
- The problem of homeless youth can best be solved by private charities. (Correct! This thesis statement makes a specific claim about a narrowed topic.)
A: The problem of homeless youth can best be solved by private charities.

Q: You are doing some background research on the topic of maternal vs. paternal leave. Which of the following questions should you ask to make the best use of your pre-research time?
- How can I brainstorm a list of ideas to write about? (Incorrect. At this point, you already know your topic.)
- What information do I need to include in my in-text citations? (Incorrect. At this stage of pre-research, you don’t need to worry about citations yet.)
- Which articles are the shortest? (Incorrect. Length will not be an indication of quality sources.)
- What significant recurring terms do I see as I scan documents on this topic? (Correct! Searching for recurring terms can help you make connections and evaluate which documents you can use.)
A: What significant recurring terms do I see as I scan documents on this topic?

Q: For a paper on the Civil War, your professor has requested that you use two primary sources. Which of the following could you use as a primary source?
- A peer-reviewed article discussing daily life for soldiers. (Incorrect. An article written after the time period is not considered a primary source.)
- A recorded conversation with your grandfather who is considered a Civil War expert (Incorrect. An expert that did not live in the time period is not considered a primary source.)
- A movie that focuses on historical accuracy in its portrayal of the Civil War (Incorrect. A movie made recently is not a primary source.)
- letters from soldiers who fought in the Civil War (Correct! Primary sources are documents that come directly from the time period in question.)
A: letters from soldiers who fought in the Civil War

Q: Molly is unsure where to start researching after receiving an essay assignment in her British Literature class. Her professor did not include research and source requirements in the essay prompt. Which option would be the BEST next step in her research process?
- She should start searching her topic on Wikipedia and Google because it provides good general information about a topic. (Incorrect. While these sources can be a good place to start to get general ideas, they will not help her better understand what types of sources and research is required.)
- She should go to the librarian on campus for help. (Incorrect. A librarian can help her find different types of sources, but a librarian can’t help her know what is required for this specific assignment.)
- She should only use the books covered in class as sources. (Incorrect. Unless the professor stated this specifically, she should not assume that this is what’s required.)
- She should talk to her professor to clarify what type of sources and research the professor expects. (Correct! Her professor is the best resource at this stage to help her understand what type of research is required and the types of sources she should be looking for.)
A: She should talk to her professor to clarify what type of sources and research the professor expects.

Q: Why is it important to add your own explanation of the source material (quotes and/or paraphrased evidence) that you use in your paper?
- The source material is too short. (Incorrect. Even brief source material benefits from further explanation.)
- You should not explain the source material. (Incorrect. Explaining the source material is an integral part of this strategy.)
- The reader is stupid. (Incorrect. All readers benefit from an explanation of how the source material supports the claim.)
- It can clarify the purpose for the evidence. (Correct! Explaining the source material helps clarify its purpose.)
A: It can clarify the purpose for the evidence.

Q: Which of the following is the most effective to use as evidence in a research paper about the history of safety regulations in the American auto industry?
- A re-telling of a car crash that you survived as a child (Incorrect. A personal story is not effective evidence for a research paper.)
- A paragraph that explains what injuries are most common after car crashes (Incorrect. An explanation of injuries is not relative evidence for the history of safety regulations.)
- An official analysis of Toyota’s sales last year. (Incorrect. This information is not relevant to the main idea of the research paper.)
- A chart that explains the results of Ford Motor Company’s latest crash test results (Correct! A chart illustrating statistics is effective evidence for a research paper.)
A: A chart that explains the results of Ford Motor Company’s latest crash test results

Q: Your paper is on the topic of death and dying in Shakespeare’s plays, and you have seen most of his tragedies in London. How can you best draw on this experience to use in your research paper?
- Since you have seen the plays live, your experience is as valid as any expert’s. You can use this experience instead of doing research. (Incorrect. Personal experience does not establish you as an expert.)
- Your personal experience has no place in research papers, ever, because it is not valid. (Incorrect. Personal experience can have a place in a research paper when used skillfully and not as the main evidence.)
- Mix your personal experience in with the academic research in the body of the paper. (Incorrect. Personal experience does not hold the same weight in the body of the paper as academic research.)
- Your experience can frame your paper--short personal stories are good attention-grabbers in introductions, for example--but they shouldn’t be the bulk of your proof. (Correct! Personal stories are a great way to engage your audience, but should not be the focus.)
A: Your experience can frame your paper--short personal stories are good attention-grabbers in introductions, for example--but they shouldn’t be the bulk of your proof.

Q: Many instructors ask students to paraphrase and summarize sources used in an essay more often than quoting sources. Why?
- Quotes require that you ascribe the words to the original author, while paraphrases and summaries do not, thereby making the author of the essay look more like an expert. (Incorrect. Summaries and paraphrases should still be cited.)
- Paraphrases and summaries better help the student meet minimum essay length requirements. (Incorrect. The use of paraphrases and summaries has nothing to do with length requirements.)
- Using direct quotes instead of your own words damages your credibility as an author. (Incorrect. Using direct quotes from reliable sources does not damage your credibility.)
- A lot of direct quotes can confuse the reader, and paraphrasing and summarizing lets the author’s own voice guide the discussion. (Correct! The author’s voice is the most important in the paper. It’s important not to overwhelm that with too many direct quotes.)
A: A lot of direct quotes can confuse the reader, and paraphrasing and summarizing lets the author’s own voice guide the discussion.

Q: What’s the most effective advice for a student who has written the following passage?

Not everyone thinks that school vouchers are a good idea. “These vouchers are the worst idea to ever come through this state. They will ruin the democratic process” (Smith 33). “Vouchers mean that school districts can no longer predict the flow of money and resources and that affects kids directly” (Garcias 199).
- This passage is effective because you quoted people who clearly have strong opinions. (Incorrect. Strong opinions or statements by others will not necessarily improve the effectiveness of a passage.)
- You may want to consider paraphrasing these sources, because paraphrases are easier to read. (Incorrect. In this case, the passages are an appropriate length and easy to understand.)
- These information in these passages is not provable, so you should not include them. (Incorrect. An expert’s opinion can strengthen your argument as long as you make it clear how it’s related to the point you are trying to make.)
- You need to provide context for your quotes so we know why you’re including them. (Correct! Providing context improves the effectiveness of the passage you’ve included.)
A: You need to provide context for your quotes so we know why you’re including them.

Q: Does the following sentence belong in the body of a strong academic essay? Why or why not?

- “Furthermore, tenure does not always protect good teachers: a Teacher of the Year in Texas was laid off in 2009 due to budget cuts (Hampton 46).”
- No, this sentence provides a statement of fact that does not help to prove any claim. (Incorrect. This statement does help to prove the claim.)
- No, this sentence supports a claim that is not provable with academic research. (Incorrect. In this case, this claim is provable.)
- No, this sentence is cited incorrectly and damages the author’s credibility. (Incorrect. This passage is not cited incorrectly)
- Yes, this is a good piece of evidence with an effective introduction that shows what the evidence is helping to prove. (Correct! It is important to synthesize evidence within a paragraph with an introduction or analysis.)
A: Yes, this is a good piece of evidence with an effective introduction that shows what the evidence is helping to prove.

Q: Your classmate Lily is struggling with writing her introduction. Which of the following should you advise her to include?
- The personal background of your paper’s main expert that you will quote later. (The personal background of an expert is not needed in the introduction.)
- A chart or graph that supports your main idea. (The introduction should contain an overview. This type of information would me more appropriate in the body paragraph.)
- Her best and most convincing piece of evidence. (Incorrect. Evidence is most effective in the paragraph it supports.)
- An overview of the problem or issue her paper discusses. (Correct! An introduction provides a road map or outline of what the paper will cover.)
A: An overview of the problem or issue her paper discusses.

Q: Your classmate Xuan isn’t sure how to write an effective conclusion. What should you tell her?
- The conclusion is where you put your main argument’s counter-points. (Incorrect. Counter-arguments should appear in the body of the paper.)
- This is where you should put summaries of surveys that support your argument. (Incorrect. Summaries of evidence that support your argument should be in the body paragraphs.)
- Add a surprising piece of new evidence. (Incorrect. A conclusion summarizes what has already been covered.)
- Here, include a re-statement of your essay’s main idea. (Correct! A conclusion emphasizes the main idea and points.)
A: Here, include a re-statement of your essay’s main idea.

Q: Which of the following is true about the different essay structures, such as analytical, argumentative, and cause and effect?
- These structure types vary in that some of them count as academic writing and some of them do not. (Incorrect. Each of these structure types can be considered academic writing.)
- The structure types vary in that for some of them, your claim or opinion drives the paper, and for others, you just have to list facts. (Incorrect. Each of these essay structures would contain outside facts as well as your opinions and analysis.)
- Each of these structure types can only be used in specific courses. (Incorrect. The course matter does not determine what type of structure type you would use for an essay.)
- These structure types all share similar qualities of academic writing, but they differ according to the purpose of the essay. (Correct! These essay structures will all accomplish something different depending on the purpose of your essay.)
A: These structure types all share similar qualities of academic writing, but they differ according to the purpose of the essay.

Q: Spencer has been assigned a paper differentiating between communism as it was applied in the Soviet Union and China. What type of essay structure would be MOST appropriate for this assignment?
- Argumentative Essay (Incorrect. An argumentative essay takes a stance about an issue. There is not an issue here to argue one side or the other.)
- Cause and Effect Essay (Incorrect. The assignment is not asking for an analysis of causes of a topic.)
- Narrative Essay (Incorrect. A personal narrative structure would not be relevant for this topic.)
- Comparative Essay (Correct! A comparative essay structure is used in assignments where you are comparing, contrasting, or differentiating between two or more subjects.)
A: Comparative Essay

Q: You should embrace the concept of an ugly first draft because
- it helps you achieve realistic expectations about your final draft. (Incorrect. Having an ugly first draft is not about expectations for your final draft.)
- this strategy helps you focus your energies on your list of Works Cited. (Incorrect. At this point in your drafting, your main concern is not with your Works Cited page.)
- you can get all of your bad ideas out at the beginning. (Incorrect. An ugly first draft’s purpose is not only to get the worst ideas out.)
- an ugly first draft takes the pressure off and makes writing less difficult. (Correct! A focus on perfection can perpetuate writer’s block. Allowing imperfection in a first draft helps you to get your ideas flowing on on to paper.)
A: an ugly first draft takes the pressure off and makes writing less difficult.

Q: Manuel is working to better understand the writing process. Which of the following should he remember?
- He should not worry about brainstorming, since it takes too much time. (Incorrect. Brainstorming is an important part of the writing process, helping to generate ideas.)
- Editing is not an important part of the writing process. (Incorrect. Editing is a very important part of the last part of your writing process.)
- His first draft will always be his best draft because it’s the most honest. (Incorrect. A first draft is usually messy and needs to be refined.)
- It’s best to start the first draft as soon as possible after getting the assignment. (Correct! Starting on a first draft helps you to see what you know and what you don’t know, helping you know more about what research you need to do and which ideas need fleshing out.)
A: It’s best to start the first draft as soon as possible after getting the assignment.

Q: After brainstorming, Tomas feels completely stuck on actually producing his first draft. What is the BEST technique he could use to get his first draft on paper?
- Discussing his topic choice with his professor (Incorrect. Discussion can be a helpful brainstorming exercise, but he still would not have a first draft.)
- Using a mind map to organize his ideas and see the relationships between them. (Incorrect. A mind map is an important tool in the brainstorming process, not the drafting.)
- Writing all of his citations out correctly so he doesn’t have to worry about it later (Incorrect. Citing sources correctly is important, but it will not help in producing a first draft.)
- Finding a template for his essay structure that he could use to fill in the ideas he has (Correct! A template or outline of essay structure can help to organize ideas and research into a first draft.)
A: Finding a template for his essay structure that he could use to fill in the ideas he has

Q: Gita has created a color-coded list as an outline for her paper. Is this outline likely to lead to a strong research essay or not?
- No, because the final paper will not be color-coded, and Gita should not introduce any elements into her outline that will not be in the final draft. (Incorrect. An outline is about organizing ideas for the benefit of the author, not about looking like a final draft.)
- This is an irrelevant question, because the process of creating an outline is not relevant to the process of creating a draft. (Incorrect. An outline can be an important step to producing a draft as it gives structure to ideas.)
- Yes, because she should also color code her body paragraphs to highlight her important ideas. (Incorrect. The strength of her writing and research in her final draft will highlight her important ideas, not color coding.)
- Yes, because an outline can take many forms; its main purpose is to provide structure from which an author can build a draft. (Correct! As long as the author has found a form that helps them produce a structure, the outline is working.)
A: Yes, because an outline can take many forms; its main purpose is to provide structure from which an author can build a draft.

Q: You have just begun the drafting process and you are struggling to come up with an effective introduction. What should you do to use your drafting time more effectively?
- Free-write to discover a list of topics you could write about. (Incorrect. At this point, you’ve chosen a topic and it might be a waste of time to go back to the beginning.)
- Take your essay to the writing lab to have a tutor help you with sentence structure. (Incorrect. Sentence structure might be something to focus on in the editing and revising stage. It’s not your first concern in your first draft.)
- Go back and re-read your research and sources. (Incorrect. To use your time more effectively at this stage, you should focus on ways to actually write different parts of your essay.)
- Start with one the sections in the body of your essay. (Correct! Focusing on another part of the essay that you might have more ideas about can help to loosen writer’s block and increase your confidence.)
A: Start with one the sections in the body of your essay.

Q: Andrew just completed an outline with one-word headings for each of his body paragraphs. What is the best next step he could take next to take his outline closer to a first draft?
- Type his handwritten outline up so it’s easier to read (Incorrect. A focus on neatness will not propel him forward in his writing process.)
- Ask a fellow classmate to review his outline to see if it makes sense. (Incorrect. Feedback this early in the process might not be the most effective way of moving towards a first draft.)
- He should not spend any more time outlining. He needs to write a draft now; outlining more won’t help. (Incorrect. Outlines can be added to and fleshed out. This often helps produce a better first draft.)
- Write subtopic ideas and quotes or passages he might use under each of his body paragraph headings (Correct! Adding supporting ideas will help him know what information and research to include in each body paragraph when he goes to write them.)
A: Write subtopic ideas and quotes or passages he might use under each of his body paragraph headings

Q: You are interviewing a professional writer about the drafting process, and ask her how many drafts she writes for every book she publishes. What is she most likely to say?
- “I’m a one-and-done writer! There’s never a need for me to re-draft and revise.” (Incorrect. Even experienced and professional writers know that multiple drafts are necessary.)
- “I always plan on exactly three drafts, and by then, everything is always ready to go.” (Incorrect. There is no set number of drafts that guarantee a paper that is ready to go.)
- “I used to write multiple drafts, but as I’ve gained experience, I’ve found that the number of my drafts per project is decreasing.” (Incorrect. There is no amount of experience that guarantees a certain number of drafts. The drafting experience will vary from project to project.)
- “Because drafting and revising is an ongoing and important process, this is a hard question to answer, but I’m in that stage for a while.” (Correct! Drafting is not an exact science. Each piece of writing might have different drafting and revising requirements.)
A: “Because drafting and revising is an ongoing and important process, this is a hard question to answer, but I’m in that stage for a while.”

Q: If you are somewhere in the drafting process and not sure what to do, which of these activities are most likely to help you?
- Evaluating your sentence length and grammar usage (Incorrect. Grammar and sentence length should be a finishing touch. Focusing on that won’t help you to produce better content in your writing.)
- Creating a list of ideas that you can look up in the library (Incorrect. Adding more research most likely will not help you in the drafting process.)
- Focus on the introduction because it’s the most important paragraph and should be written first. (Incorrect. The introduction is not necessarily the most important paragraph, and it’s often helpful to focus on that paragraph towards the end of composing your draft.)
- Looking for evidence and evaluating your overall argument (Correct! This is a concrete way to check the quality of your essay.)
A: Looking for evidence and evaluating your overall argument

Q: After doing all of your prewriting, brainstorming, and research, you find that you don’t feel very motivated to write your first draft. What is an exercise that would be the MOST helpful to help you write your first draft?
- Wait until you feel like writing. It’s not something you should force. (Incorrect. You might not ever “feel” like writing, so waiting for that feeling will not help you write your first draft.)
- Think about your essay as long as it takes for the right idea to strike you. (Incorrect. Waiting for the golden idea might have you waiting a long time and won’t necessarily provide results.)
- Continue to read over your research. Eventually the right idea will strike. (Incorrect. This isn’t the most effective use of time when trying to produce a first draft.)
- Give yourself to write something terrible and messy. It’s important to just start writing! (Correct! Getting your writing muscles working by just writing something about your topic is the quickest way to work through writer’s block.)
A: Give yourself to write something terrible and messy. It’s important to just start writing!