Process of Writing

EAL4610
Session 4 Drafting – structure, sources and
criticality
Today we will
- Examine the typical structure of introductions and conclusions

- Examine the typical structure of a main-body paragraph including the use of signposting and transition to
help writing flow

- Explore how to use sources effectively – when to quote, summarise and paraphrase.

- Investigate how ‘critical paragraphs’ differ from descriptive paragraphs

 A quick word on drafting….
The first draft is your voyage of discovery – getting your ideas down on
paper. It’s okay if they aren’t completely formed yet. Writing can shape
your thoughts and guide you to your conclusion

1. Start wherever you want. Write the part that comes most easily.
Many people recommend leaving the introduction until the end.
2. Some people recommend writing as much as you can in one sitting.
In the time you’ve given yourself to write, you should be producing
sentences and paragraphs, even bad ones.
3. Get your main points down. Leave gaps in the writing where you
know you want to add more, and write yourself a quick note about
what you should eventually include there.
4. Let go of perfection! Try to write complete sentences but don’t
worry too much about grammar, word choice, or punctuation. These
elements can be fine-tuned in revision.
 Task 1
Watch this video on structuring an essay.
What does it say about:
• Introductions
• Conclusions
• Main body
• Structure of a paragraph.
Does it give you any new ideas?

Task 2, go to the Forms Quiz (here and on qmplus

and/or our shared document). Look at each
Video from Reading University (2019)
paragraph and decide if it’s an introduction, main
body or conclusion paragraph. Put each paragraph
in order
Task 2
• Introductions and conclusions are probably the most important
sections of the paper. Why?
• Let’s use an interactive quiz to think in more detail about the
structure of each.
 Introductions should include:
“A relevant and coherent beginning is
perhaps your best single guarantee that the
essay as a whole will achieve its object.”
WHAT (Taylor G, A Student Writing Guide)

1. A little basic background about the key subject area (just enough to put your
essay into context).
2. Explanation of how you are defining any key terms.
WHY
3.Explain what it actually means
4.Justify why your question is worth answering
HOW
5.A road-map of how your essay will answer the question. What is your overall
argument and how will you develop it?
6.A confirmation of your position.
Dr Saima N Sherazi 2020 6
 Your conclusion is the whole point of your
Conclusions should include essay. All the other parts of the essay should
have been leading your reader on an
inevitable journey towards your conclusion so
make it count and finish in style. (Hull
Summary University, 2023)

• This summarises your main argument – not

everything you said
Final Claim
• Your clear ‘answer’ to the question set (good to use
words from the assignment question here)
A final ‘so what?’ or ‘What if’
• Show why your ideas are important/useful and why
readers should care
The structure of
introductions and
conclusions
mirror each other
When to write introductions and
conclusions?
• Write a ‘working introduction’ then MOVE ON
• Write a ‘working conclusion’ at the same time

It is a lot easier to plan a journey when you know your

destination
These should only be drafts. Quite often the writing
process itself helps you develop your argument and
your conclusion may need adapting accordingly
 How long should a
main body paragraph
Main body be? Does it matter?
paragraphs What components do
main body paragraphs
need?
Paragraph structure – one idea only
• Topic sentence – presents the
claim or main ideas (which
supports the overall argument)
• Supporting ideas –citing other
writers’ views and / or examples
• Supporting evidence – citing
evidence (facts or research)
• Analysis and / or critical
evaluation of the views
• Mini-conclusion / summary –
this should lead to the next
paragraph as well

EAL4610 The Process of Writing QMUL Assignments 11

Task 4 Topic Sentences – Discuss in pairs. What would you expect in each paragraph?

Topic & controlling idea

Topic Sentence: To be an effective CEO requires
certain characteristics.

Topic Sentence: Dogs make wonderful pets

because they help you to live longer.
Tip:
Topic Sentence: Crime in poverty-stricken areas When planning your assignment,
occurs as a result of a systemic discrimination. plan your topic sentences – work
out how you will take the reader
Topic Sentence: Teen pregnancy may be to the final conclusion
prevented by improved education.

The birth rate is extremely low in South Korea

for a number of reasons

EAL4610 The Process of Writing QMUL Assignments 12

Work with a partner. Decide what each sentence
is ‘doing’ paragraph
Writing researchers have been trying to understand the reasons that might account for
plagiarism. Some studies have explored student cognitive processes during summary writing
under task conditions, pointing to the effects of factors like language proficiency, task/text
difficulty (Campbell, 1990). Others have focused on students’ attitudes and perceptions
through questionnaires, surveys, or interviews, uncovering differences in cross-cultural
value systems. (Deckert, 1993; Li, 2007). Increasingly, researchers who have studied student
plagiarism in situ have begun to reveal the complexity of the phenomenon, locating it in a
web of sociocultural relations. The results of these inquiries indicate that inappropriate
source attributions might have to do with students’ culturally shaped lives (Abasi,
Akbari,&Graves, 2006), their outsider status (Ange´lil-Carter, 2000; Ritter, 2005; Valentine,
2006), or their racial and social positioning excluding them from the rules and conventions
of school literacy practices (Starfield, 2002).
 Sentence 1: topic
sentence (making a
• 1) Writing researchers have been trying to understand the reasons that might account for
claim)

plagiarism. 2) Some studies have explored student cognitive processes during summary
Sentence 2: giving evidence
writing under task conditions, pointing to the effects of factors like language proficiency, (explaining reasons from a
linguistic point of view)
task/text difficulty (Campbell, 1990). 3) Others have focused on students’ attitudes and

perceptions through questionnaires, surveys, or interviews, uncovering differences in Sentence 3: giving evidence
(explaining reasons from a
cultural point of view)
cross-cultural value systems. (Deckert, 1993; Li, 2007). 4) Increasingly, researchers who

have studied student plagiarism in situ have begun to reveal the complexity of the
Sentence 4: evidence
(pointing to new
phenomenon, locating it in a web of sociocultural relations. 5) The results of these research)

inquiries indicate that inappropriate source attributions might have to do with students’

culturally shaped lives (Abasi, Akbari,&Graves, 2006), their outsider status (Ange´lil- Sentence 5: mini-
conclusion (results of
these findings)
Carter, 2000; Ritter, 2005; Valentine, 2006), or their racial and social positioning excluding

them from the rules and conventions of school literacy practices (Starfield, 2002).
Paragraphs should be easy to read. Signposting language
helps readability by showing links between ideas
Writing researchers have been trying to understand the reasons that might
account for plagiarism. Some studies have explored student cognitive processes
during summary writing under task conditions, pointing to the effects of factors
like language proficiency, task/text difficulty (Campbell, 1990). Others have focused
on students’ attitudes and perceptions through questionnaires, surveys, or
interviews, uncovering differences in cross-cultural value systems. (Deckert, 1993;
Li, 2007). Increasingly, researchers who have studied student plagiarism in situ
have begun to reveal the complexity of the phenomenon, locating it in a web of
sociocultural relations. The results of these inquiries indicate that inappropriate
source attributions might have to do with students’ culturally shaped lives (Abasi,
Akbari,&Graves, 2006), their outsider status (Ange´lil-Carter, 2000; Ritter, 2005;
Valentine, 2006), or their racial and social positioning excluding them from the
rules and conventions of school literacy practices (Starfield, 2002).
On signposting and readable
language
• This is a useful resource for signposting language (link on
qmplus)
• This academic phrasebank is an invaluable resource for
every stage of your drafting process language (link on
qmplus)

We looked at structuring, writing a clear introduction and

conclusion, writing effective paragraphs. Time for a break?

Not so fast! None of this matters if you use sources effectively

and think carefully about how they relate to your assignment.
 Look again at this paragraph. Notice how the
writer uses sources to strengthen their argument
Writing researchers have been trying to understand the reasons that might account for plagiarism.
Some studies have explored student cognitive processes during summary writing under task
conditions, pointing to the effects of factors like language proficiency, task/text difficulty
(Campbell, 1990). Others have focused on students’ attitudes and perceptions through
questionnaires, surveys, or interviews, uncovering differences in cross-cultural value systems.
(Deckert, 1993; Li, 2007). Increasingly, researchers who have studied student plagiarism in situ
have begun to reveal the complexity of the phenomenon, locating it in a web of sociocultural
relations. The results of these inquiries indicate that inappropriate source attributions might have
to do with students’ culturally shaped lives (Abasi, Akbari & Graves, 2006), their outsider status
(Ange´lil-Carter, 2000; Ritter, 2005; Valentine, 2006), or their racial and social positioning excluding
them from the rules and conventions of school literacy practices (Starfield, 2002).

Is this writer quoting, summarizing or paraphrasing? Why?

Summarise?
Paraphrase? Quote?
• Lets use the quiz on mentimeter. Go
to ment.com and I’ll give you a code
number.

• Find a reading from one of your

modules

• Choose a paragraph.
• Look at how they have used the
sources.
Task 4: Integrating evidence – read this paragraph
from a business essay. Any comments?
There are a variety of reasons for
conflict in organisational units. "The
major sources of organisational
conflict include: the need to share
scarce resources; differences in goals
between organisational units; the
interdependence of work activities in
organisational units; and differences in
values or perceptions among
organisational units" (Stoner and
Wankel 1986, p383-385).

19
…better integrated support.
• Organisations develop structures, or
There are a variety of reasons for conflict in
organisational units. "The major sources of
organisational conflict include: the need to
share scarce resources; differences in goals
between organisational units; the
interdependence of work activities in
organisational units; and differences in values
or perceptions among organisational units"
(Stoner and Wankel 1986, p383-385).
EAL4610 The Process of Writing QMUL Assignments
Your
claim
teams, which use allocated resources to
reach a goal. Often, however, the pathway
to these goals can produce conflict.
According to Stoner and Wankel (1986, pp
383-385), the occurrence of conflict in
organisation units arises from sharing
limited resources, differences in the
objectives of organisational units, the
interdependence of work activities as well
as variations in individual styles and
organisational ambiguities. Clearly, these
Yourneed
individual sources of conflict conclusion
to be
identified before potentialfrom evidence
solutions can be
formulated.
20
Comment on this paragraph he use of
sources
Gabrenya, Latane & Wang (1981) and Albanese & Van Fleet (1985) note
that as group sizes increase there is a tendency for the effort put in by
the group to be less than the average effort put in by individuals
engaged on the same task separately. Albanese & Van Fleet (1985)
report on the 'free-rider problem', where the collective nature of the
'contract' obscures the fact of one member failing to honour their part
of the contract. Gabrenya, Latane & Wang (1981, p180) discuss the
phenomenon of 'social loafing' and typically define it as "one where
everyone puts in a little less".

EAL4610 The Process of Writing QMUL Assignments 21

 Your claim
…better integrated support
One phenomenon that can impact greatly on the effectiveness of groups
is that as group sizes increase there is a tendency for theUnderstanding
effort put inofby
the
the group to be less than the average effort put in by individuals engaged
author’s background
on the same task separately (Gabrenya, Latane & Wang 1981; Albanese
& Van Fleet 1985). The phenomenon has been described using various
terms. Writers influenced by industrial economics describeUnderstanding
it as the 'free-
of the
rider problem', where the collective nature of the 'contract'author’s background
obscures the
fact of one member failing to honour their part of the contract (Albanese
& Van Fleet 1985, p230). Writers who are organisational psychologists
tend to label the phenomenon as 'social loafing' and typically define it as
"one where everyone puts in a little less" (Gabrenya, Latane & Wang
1981, p120). Whatever the terminology used to describe this
phenomenon, it is one that is problematic for groups.
EAL4610 The Process of Writing QMUL Assignments Your critical assumption
22
Example 3
Johnson (1998:7) points out that ‘children who are victims of bullying in primary
school are more likely to be perceived as bullies by their co-workers and friends
in later life.’ Bullying is a very important topic, because being a victim leads to
the victim bullying others. Just a summary

Johnson (1998:7) points out that ‘children who are victims of bullying in
primary school are more likely to be perceived as bullies by their co-workers
and friends in later life.’ Thus, a kind of vicious circle is created, in which
Analysis & extension
bullying leads to more bullying. This means tackling bullying during early years
is most effective, an idea also raised by Davies and Jarman (2003).
 A clear line of reasoning

Engagement with topic, not just summary

Synthesis, not just a list of authors

Lecturers Ability to challenge theories / other people’s

work
expect Reliable supporting evidence

Variety of sources

Not many quotations

Citations in almost every paragraph

Assessing a main body paragraph:
what to look for:

 Is there a topic sentence?

 Does it include a clear topic and a controlling idea?
 Are there supporting points?
 Are these referenced?
 Are there any examples?
 Has the writer made comments on the ideas?
 Has the writer made any relevant assumptions? Have
they extended the idea?
 Are the points logically linked?
 Is there a final assumption/conclusion that wraps it up?
Share your own!
Upload onto our shared
document for some
eyes on your work…
References
• Davis, M (2010) Concept mapping, mind mapping and argument mapping: what are the
differences and do they matter? High Educ (2011) 62:279–301 DOI 10.1007/s10734-010-
9387-6
• University of Hull (2023) Essay Writing Introductions Available at
https://libguides.hull.ac.uk/essays/intros (accessed 13/7/23)
• University of Melbourne (date n/a)
https://mphcourses.nextgenu.org/pluginfile.php/23179/mod_resource/content/1/Writi
ng_introductions_and_conclusions_Update.pdf

• University of Reading (2019) Structuing Your Essay. Available at

https://www.youtube.com/watch?v=woX753eSImU (accessed 13/7/23)
• University of Waterloo (n/a) Writing a First Draft. Available at
https://uwaterloo.ca/writing-and-communication-centre/resources-writing-first-draft
(accessed 30/8/23)