The writer is not a lightning rod in a storm of creativity. Most of the time spent writing is a dedicated work that, in addition to planning, information search and development of ideas, involves smooth things, track the right word, burnishing the sculptor-like rough surfaces embed the appropriate link for the words to flow smoothly between phrases, add reliefs where you need to change the rhythm of the text, clarify meanings, mute chorus, expand ideas and dialogues, remove tangled paragraphs, correcting distractions and frivolities (Chaffee, 2014).
Writing not only is to clarify and organise information to make it more understandable, involves exercise control over the issue, which is achieved through an organised writing: a text that has …show more content…
Prewriting consists of a series of activities to be carried out to find a topic, choose a genre (form of writing), produce ideas, gather information, and define the audience. It is important to know who will read the writing. In the classroom, in general, does the teacher. It is worth noting who the audience and refers to it occasionally (Chaffee, 2014).
Brain Storming
Writer should try to group as a core topic and write about it the ideas and words that come to mind. The academic writer can use the following questions (Bean, 2011):
• Who?
• What?
• Where?
• When?
• Why? A list is made. The writer can use the senses: hearing, sight, touch, smell, and taste. Academic writer can try to write spontaneously on the topic. Can you argue the topic? If so, how? To that references the topic? How other people affected? Is it humorous or serious? What does the audience know about the topic? Occasionally, it can refer to brainstorm (Bean, …show more content…
However, this does not mean, as already that writer cannot reconsider all these issues (concerning the subject under study, structure, etc.) later, when the flow of reading is accretive and the progress of their knowledge to introduce some advice changes in the original project. At this point, then, the writer should consider what he has knowledge of the subject in order to start with good criterion (and now without further delay) documentation tasks (For the state of affairs) and research (with a view to go a little beyond) that allow eventually develop its text on a sound basis. Of these two aspects, precisely, writer will be discussed in the modules that follow (Hinkel,
Writing not only is to clarify and organise information to make it more understandable, involves exercise control over the issue, which is achieved through an organised writing: a text that has …show more content…
Prewriting consists of a series of activities to be carried out to find a topic, choose a genre (form of writing), produce ideas, gather information, and define the audience. It is important to know who will read the writing. In the classroom, in general, does the teacher. It is worth noting who the audience and refers to it occasionally (Chaffee, 2014).
Brain Storming
Writer should try to group as a core topic and write about it the ideas and words that come to mind. The academic writer can use the following questions (Bean, 2011):
• Who?
• What?
• Where?
• When?
• Why? A list is made. The writer can use the senses: hearing, sight, touch, smell, and taste. Academic writer can try to write spontaneously on the topic. Can you argue the topic? If so, how? To that references the topic? How other people affected? Is it humorous or serious? What does the audience know about the topic? Occasionally, it can refer to brainstorm (Bean, …show more content…
However, this does not mean, as already that writer cannot reconsider all these issues (concerning the subject under study, structure, etc.) later, when the flow of reading is accretive and the progress of their knowledge to introduce some advice changes in the original project. At this point, then, the writer should consider what he has knowledge of the subject in order to start with good criterion (and now without further delay) documentation tasks (For the state of affairs) and research (with a view to go a little beyond) that allow eventually develop its text on a sound basis. Of these two aspects, precisely, writer will be discussed in the modules that follow (Hinkel,