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Steps for Crafting the Final Draft of an Essay

• Take a break after writing your second draft. You will have to revise your second draft at least three more times until it is put in order—have a rest before starting the final copy of your paper.
• Do a spellcheck of your second draft. You should revise your paper in terms of misspelled words, typos, and accidental word repetitions; you could also perform a punctuation check at this interval.
• Do a grammar check. It is a process that requires extreme caution, because grammatical mistakes may be far less obvious than spelling errors. This check implies correcting faulty parallelisms, problems with noun-verb agreement, dangling participles, improper usage of passive voice, and so on.
• After you’ve checked the language of your paper, it is time to pay attention to its technical aspects. This includes the formatting style, your reference list, in-text citations, and the title page. Make sure all of these correspond with the requirements of your teacher or the publication you are submitting your essay to.
• Revise the whole piece of writing once again. Since it is the last time you will read through it with an intention to make corrections, be extra-attentive and check every little detail in the text. Evaluate the structure of your essay, the way your arguments are organized, and the credibility of these arguments. Check for poor or non-existent transitions between paragraphs, pay attention to grammar, stylistics, syntax, and punctuation.

Key Points to Consider

• Reading your final draft aloud will grant you an opportunity to take a fresh look at what you have written. Weaknesses in writing are usually easier to notice when heard.
• Your paper should be written in your own words, except abstracts where you are using citations. It is always better to show your own understanding of an issue, even if it is incorrect, than to frame your ideas in another author’s words. A final draft is your last chance to exclude any possible signs of plagiarism from your paper.
• Using a computer for proofreading is a sound idea, since text processing software often has a function of automatic spelling and grammar checking. However, proofreading on your own once again after the computer check is still recommended to avoid mistakes a computer may not have found. However, you need to stay objective to your text. It can be hard, especially if you feel tired after the whole writing process. With a website that does your homework , best writers can read through your work and give their insights on possible improvement.

Do and Don’t

Common mistakes when crafting the final draft of an essay.

– Incomplete references. Students often tend to hurry when crafting the final draft to finally finish the writing process, and forget about the proper formatting of in-text citations and sources in the reference list.

– Forgetting to spell out abbreviations. You should provide a complete transcript of a certain term or name before using an abbreviation for it.

– Not explaining the meaning of uncommon words. Students use a term with a specific meaning, but forget to specify it; spell-checkers may not flag the term, and neither will these students pay attention to it while proofreading since it may have been spelled correctly.

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From Draft to Done: A Full Breakdown of the Writing Process

Micah McGuire

So you’ve decided to write a story and hope to publish it. For write-to-publish newbies, you might want to know what you’re getting into, especially if you’re working on a large project like a novel. It’s natural to wonder: how many drafts will it take before my story is ready to publish?

Unfortunately, you’re more likely to answer “how many licks does it take to get to the center of a Tootsie pop?” before knowing how many drafts you’ll need before publication. Here’s why.

A rose by any other name: What’s in a draft?

The biggest problem with breaking down the writing process from first to last draft can be linked back to one little detail:

How do you define a draft?

There are as many ways to define the word “draft” as there are writers. Which means every writer’s version of “the writing process” will look different. It’s impossible to say: “oh, writing a novel will take five drafts.”

Because the definition of “draft” can vary so much, it’s useful to think about drafting on a spectrum:

• The fewest drafts: Only rewrites count
• Middle-of-the-road: The fiction patching method
• The most drafts: Every change counts

Keep reading for more on how this draft spectrum works.

Only rewrites count

The minimalist take on drafting. By this definition, only full rewrites of a piece count as a true draft. Which means when saving a manuscript to a file, you wouldn’t alter the file name until you completely rewrite that chapter, section, or piece.

The advantage here lies in simplicity: you have fewer files to juggle since you’re saving to the same file over and over. But you may risk losing details from earlier drafts because of the repeat saves. Plus, for larger projects like novels, you need to divide your manuscript into parts and have a file system in place to keep track of your revisions.

The fiction patching method

While this started as more of a joke between writers on social media, it’s a great middle-of-the-road way to think about drafting. It takes cues from software versioning , noting that not every change means a new draft. Smaller changes are like patches (the version’s third number) and rewrites might be closer to updates (the second number) rather than a new version release/new draft (the first number).

So draft names might look like this:

• Draft 0.1: Outline
• Draft 1.0: Rough Draft
• Draft 1.5: Rough draft with some rewrites
• Draft 2.0: Rough draft fully rewritten with feedback from critique partners
• Draft 2.0.1: Rewritten rough draft with a minor tweak (or “patch”) to the protagonist’s motivation

Here, you can always revisit an older version to review details you want to re-emphasize in rewrites. But, it’s easy to end up with dozens if not hundreds of files and you’ll have to decide what constitutes a “patch,” an update and a brand new release ahead of time to stay consistent with naming.

Every change counts

Taken to its extreme, this approach to drafting may seem silly. Why would anyone count every change as a new draft? But most writers favor a less extreme version of this approach. It’s how we end up with draft names like “Final draft” and “Final draft I swear,” and “No really this is the last draft.”

Fortunately, this means you’ll never lose a detail again and you have complete control over naming conventions. However, you can end up with hundreds of files in a blink. And, if you’re not careful with what you name each file, it may take some detective work to figure out which one is the most recent version.

So, where do you fall on the drafting spectrum? Keeping it in mind can help you estimate the number of drafts you might need before publishing your story.

From outline to finished product: the writing process

Now that you have a better understanding of what the word “draft” means to you, you can look at the writing process with fresh eyes.

While it’s impossible to say how many drafts a manuscript takes, it is possible to break the writing process down into stages . We can define the process in 5 stages:

• The rough draft
• Content edits
• Proofreading

Try not to think of this as a step-by-step process. It’s more like a series of loops as each one of these stages may require multiple revision rounds. Sometimes, the process can feel like one step forward and two steps back, but each round will strengthen your manuscript.

Let’s look at each stage.

1. Outlining

2. the rough draft, 3. content edits, 4. line edits, 5. proofreading.

We couldn’t talk about the writing process without touching on outlining. Planners, applaud and cheer as much as you’d like—just make sure not to upset your color-coded highlighter sets.

Pantsers, resist the urge to skip this. It still applies to you, even if you think it doesn’t.

Like a draft, there are thousands of ways to define the term “outline.” But whether you fall on the planner detailed scene-by-scene index card method or the pantser “I know the ending. How I get there is up to the characters” end of the spectrum, you need some form of an outline.

The point of an outline is to ensure your writing produces a story with a plot. Otherwise, you risk writing pages and pages in which your characters run around and do things but never advance the plot.

So at the bare minimum, an outline requires you know:

• Who your protagonist is
• Who your antagonist is
• Why the protagonist and antagonist have a problem with each other (otherwise known as your central conflict)
• Where the story starts
• Where the story ends

Pantsers, breathe a sigh of relief: you don’t have to answer any of these questions in detail for it to count as an outline. You just need to know where you’re starting and where you’re going. You don’t even need to use a pen and paper— try these three fun outlining methods .

Spend as much or as little time on this stage as you’d like.

But once your outline is complete, you can move onto what most of us think of as the “real” writing: drafting.

This is the most crucial aspect of writing a story. Fortunately, it’s also the one stage that’s impossible to get wrong.

There’s one goal to a rough draft: get the story out of your head and onto a page in a somewhat comprehensible form. That’s the only focus. So if you’re writing, you’re succeeding.

Most writers face perfectionist paralysis in the rough draft stage. We think that because the writing doesn’t match what we see it in our heads, it’s bad. Or the story’s going to be bad. Or we’re bad writers.

If you’re in the analysis paralysis camp, invoke Anne Lamott’s “Sh*tty First Drafts” rule . To quote the late great Terry Pratchett, “the first draft is you telling yourself the story.”

So don’t judge it. Or better yet, accept that it’s bad. Cringe, wince, make faces. Just get it down on the page. Because you can’t edit a story that’s floating around in your head.

So you’ve finished your rough draft. Take a moment to celebrate! Your story is out of your head and onto the page.

Next up: editing.

Writers usually see editing as a terrifying mountain or a fun challenge. But there’s no denying it’s a monumental job, no matter how long or short your story is.

Because the scope of editing can be overwhelming, it’s easiest to break the process up into steps. Those steps are:

Here’s a breakdown of each.

A content edit is just what it sounds like: a pass editing the content and story of your work. This is the place to catch plot holes, character inconsistencies, and scenes that are a bit of a slog. For some, it’s easier to think of this as a “rewriting” round rather than an “editing” round since you’re making large-scale changes.

Sometimes, content edits are obvious on a read-through of a rough draft. Yet the longer you’ve worked on a piece, the harder it is to spot those editing opportunities.

Self-editing

Each draft you write marks progress in your writing abilities. When you read back over the first few scenes you wrote, you’ll be amazed at how far you’ve come. This is why the self-edit is so important. You need to apply your newfound skills and perspective to your manuscript so that it’s the best it can be before you open it up for feedback.

The first step is to use an editing software like ProWritingAid to help you spot issues with overly long sentences, awkward constructions, unruly dialogue tags, and pacing. Using an editing tool at this stage helps you to get the most out of any human beta-readers and editors you may reach out to down the line.

Some reports give you the tools to visualise your draft at a glance to see where you need to focus. The Sentence Length Report shows you all of your sentences in a handy bar chart so you can cut long, winding sentences down to size. This will help keep your ideas clear and avoid any readability issues.

Other reports let you get to work directly on your manuscript, like the Overused Words Report. This report highlights words that are often overused in published writing. These are words like could , just , and feel that point to vagueness or telling rather than showing.

The report lets you pick out these words and change them to make sure your description is doing the work it needs to to immerse your readers.

Learn how to approach the self-edit, and how ProWritingAid can help .

Critique partners and beta readers

Once your first self-edit is complete, you’ll need a fresh set of eyes to help direct your efforts. Enter critique partners and beta readers.

On the surface, it may sound like critique partners and beta readers do the same thing: they both read through your work and provide feedback.

However, there’s some nuance that separates the two:

Critique partners are writers who read like writers. But beta readers are writers or readers who read like readers.

Because your critique partners are fellow writers, they’re great at spotting technical issues, like:

• Weak character motivations
• Stilted dialogue
• Clichéd descriptions
• Continuity errors

Getting this technical feedback is especially helpful before handing your story off to readers, so it’s best to let your critique partners read a story before jumping into a beta reading round.

As a bonus, your critique partners can spot these issues and help you figure out ways to fix them while you’re both “talking shop.”

Beta readers, on the other hand, are fantastic for getting feedback on emotional reactions to your story, like:

• Whether a certain character was likable or not
• If certain chapters felt too fast or too slow
• Whether the conflict kept them engaged
• If they found themselves wanting to read more

Here, you’re getting close to how a reader would react to your story once it’s published. Use their feedback to determine if the story prompts the response you intended it to and edit accordingly.

Now, a quick note on the biggest difference between beta readers and critique partners: the detail level of their suggestions. If beta readers aren’t writers themselves, they may not be able to articulate the specifics of what they dislike in the story. Their feedback can be vague, amounting to: “I don’t like this scene, but I’m not sure why.” The best way to identify problem spots is to look at the feedback of all of your beta readers. If multiple readers have an issue with a scene or section, it’s a good indicator to pay close attention on editing.

Critique partners, however, can usually pin-point issues with laser precision, but may go overboard with their suggestions. Feedback may seem harsh and critique partners with a domineering streak may make “my way or the highway” style fix suggestions.

So it’s ultimately a fine balance. Note where you can improve and keep that in mind during your content edits, but also trust your gut instinct. In the end, it’s your story.

Once you’ve gone through a round or two (or more) of content edits, it’s time to move to line edits. These edits ensure your story is as strong as possible when it’s published. You’re examining your story, sentence by sentence, to catch dialogue issues, problems with the flow of a paragraph, and weak sentences that need rewriting.

If you’d like to hire a professional editor, this is a great stage to do it. But, if you’d prefer to tackle this edit yourself, ProWritingAid can make your process run much more smoothly. Check out our guide to six of the key reports that can make your line edits easy.

The proofreading stage is what most writers think of when they think of “editing.” Here, you’re checking for spelling and grammatical errors and ensuring consistency. Think of it as a final polish.

While some writers may hire a professional editor to proofread, it’s not a necessity, especially if you’re looking to publish traditionally. Often, a friend with a good eye for grammar can catch trouble spots on their read through. And ProWritingAid’s spelling and grammar reports can point out any little details they may have missed.

With your proofreading sweep complete, congratulations! Your story is ready to share with the wider reading world. Now, it’s time to move on to publishing or querying process.

If you’re looking to self publish your story, check out our webinar on the 7 Processes of Publishing . And for those who want to query, Jennifer Xue’s guide covers the process in depth .

Are you prepared to write your novel? Download this free book now:

The Novel-Writing Training Plan

So you are ready to write your novel. excellent. but are you prepared the last thing you want when you sit down to write your first draft is to lose momentum., this guide helps you work out your narrative arc, plan out your key plot points, flesh out your characters, and begin to build your world..

Be confident about grammar

Check every email, essay, or story for grammar mistakes. Fix them before you press send.

As ProWritingAid’s Growth Marketing Manager, Micah’s approach to marketing combines her three favorite things: writing, user research, and data analysis. Previously, she managed PR and partnerships for startup GrowthMentor. A geek about all things science, but especially her former field of study, microbiology, and neuroscience, she’s always on the lookout for ways to incorporate fascinating new research into writing. Much of her previous freelance work analyzes the science of productivity, creativity, and how we can better understand the intersection of the two to lead richer lives. Outside of work, you can usually find her baking or typing away at her latest science fiction or fantasy project.

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7.3 – Developing a Final Draft of a Research Paper

Learning objectives.

• Revise your paper to improve organization and cohesion.
• Determine an appropriate style and tone for your paper.
• Revise to ensure that your tone is consistent.
• Edit your paper to ensure that language, citations, and formatting are correct.

Given all the time and effort you have put into your research project, you will want to make sure that your final draft represents your best work. This requires taking the time to revise and edit your paper carefully.

You may feel like you need a break from your paper before you revise and edit it. That is understandable—but leave yourself with enough time to complete this important stage of the writing process. In this section, you will learn the following specific strategies that are useful for revising and editing a research paper:

• How to evaluate and improve the overall organization and cohesion
• How to maintain an appropriate style and tone
• How to use checklists to identify and correct any errors in language, citations, and formatting

Revising Your Paper: Organization and Cohesion

When writing a research paper, it is easy to become overly focused on editorial details, such as the proper format for bibliographical entries. These details do matter. However, before you begin to address them, it is important to spend time reviewing and revising the content of the paper.

A good research paper is both organized and cohesive. Organization means that your argument flows logically from one point to the next. Cohesion means that the elements of your paper work together smoothly and naturally. In a cohesive research paper, information from research is seamlessly integrated with the writer’s ideas.

Revise to Improve Organization

When you revise to improve organization, you look at the flow of ideas throughout the essay as a whole and within individual paragraphs. You check to see that your essay moves logically from the introduction to the body paragraphs to the conclusion, and that each section reinforces your thesis. Use Checklist 12.1 to help you.

Revising for Organization – Checklist

At the essay level.

• Does my introduction proceed clearly from the opening to the thesis?
• Does each body paragraph have a clear main idea that relates to the thesis?
• Do the main ideas in the body paragraphs flow in a logical order? Is each paragraph connected to the one before it?
• Do I need to add or revise topic sentences or transitions to make the overall flow of ideas clearer?
• Does my conclusion summarize my main ideas and revisit my thesis?

At the paragraph level

• Does the topic sentence clearly state the main idea?
• Do the details in the paragraph relate to the main idea?
• Do I need to recast any sentences or add transitions to improve the flow of sentences?

If you’re not sure, continue to revise your work or contact your Professor for help.

Jorge reread his draft paragraph by paragraph. As he read, he highlighted the main idea of each paragraph so he could see whether his ideas proceeded in a logical order. For the most part, the flow of ideas was clear. However, he did notice that one paragraph did not have a clear main idea. It interrupted the flow of the writing. During revision, Jorge added a topic sentence that clearly connected the paragraph to the one that had preceded it. He also added transitions to improve the flow of ideas from sentence to sentence.

Read the following paragraphs twice, the first time without Jorge’s changes, and the second time with them.

Jorge’s draft paragraph

Insert “Over the past decade, increasing numbers of Americans have jumped on the low-carbohydrate bandwagon.” after sentence 4. Revise & combine sentences 7 and 8 to read: “Proponents of low-carb diets say they are not only the most effective way to lose weight, but also they yield health benefits such as lower blood pressure and improved cholesterol levels. Start sentence 8 with “Meanwhile,”.

Follow these steps to begin revising your paper’s overall organization.

• Print out a hard copy of your paper.
• Read your paper paragraph by paragraph. Highlight your thesis and the topic sentence of each paragraph.
• Using the thesis and topic sentences as starting points, outline the ideas you presented—just as you would do if you were outlining a chapter in a textbook. Do not look at the outline you created during prewriting. You may write in the margins of your draft or create a formal outline on a separate sheet of paper.
• Next, reread your paper more slowly, looking for how ideas flow from sentence to sentence. Identify places where adding a transition or recasting a sentence would make the ideas flow more logically.
• Review the topics on your outline. Is there a logical flow of ideas? Identify any places where you may need to reorganize ideas.
• Begin to revise your paper to improve organization. Start with any major issues, such as needing to move an entire paragraph. Then proceed to minor revisions, such as adding a transitional phrase or tweaking a topic sentence so it connects ideas more clearly.

Collaboration

Please share your paper with a classmate. Repeat the six steps and take notes on a separate piece of paper. Share and compare notes.

Writers choose transitions carefully to show the relationships between ideas—for instance, to make a comparison or elaborate on a point with examples. Make sure your transitions suit your purpose and avoid overusing the same ones. For an extensive list of transitions, see Chapter 3 “The Writing Process: How Do I Begin?” , Section 3.4 “Revising and Editing” .

Revise to Improve Cohesion

When you revise to improve cohesion, you analyze how the parts of your paper work together. You look for anything that seems awkward or out of place. Revision may involve deleting unnecessary material or rewriting parts of the paper so that the out-of-place material fits in smoothly.

In a research paper, problems with cohesion usually occur when a writer has trouble integrating source material. If facts or quotations have been awkwardly dropped into a paragraph, they distract or confuse the reader instead of working to support the writer’s point. Overusing paraphrased and quoted material has the same effect. Use the Checklist below to review your essay for cohesion.

Revising for Cohesion: Checklist

• Does the opening of the paper clearly connect to the broader topic and thesis? Make sure entertaining quotes or anecdotes serve a purpose.
• Have I included support from research for each main point in the body of my paper?
• Have I included introductory material before any quotations? Quotations should never stand alone in a paragraph.
• Does paraphrased and quoted material clearly serve to develop my own points?
• Do I need to add to or revise parts of the paper to help the reader understand how certain information from a source is relevant?
• Are there any places where I have overused material from sources?
• Does my conclusion make sense based on the rest of the paper? Make sure any new questions or suggestions in the conclusion are clearly linked to earlier material.

As Jorge reread his draft, he looked to see how the different pieces fit together to prove his thesis. He realized that some of his supporting information needed to be integrated more carefully and decided to omit some details entirely. Read the following paragraph, first without Jorge’s revisions and then with them.

Jorge’s paragraph with source integration & revisions

One likely reason for these lackluster long-term results is that a low-carbohydrate diet – like any restrictive diet – is difficult to adhere to for any extended period. Most people enjoy foods that are high in carbohydrates, and no one wants to be the person who always turns down that slice of pizza or birthday cake. In commenting on the Gardner study, experts at Harvard School of Public Health (2010) noted that women in all four diet groups had difficulty following the plan. Because it is hard for dieters to stick to a low-carbohydrate eating plan, the initial success of these diets is short-lived (Heinz, 2009). Medical professionals caution that low-carbohydrate diets are difficult for many people to follow consistently and that, in to maintain a healthy weight, dieters should try to develop nutrition and exercise habits they can incorporate into their lives in the long term (Mayo Clinic, 2008). Registered dietician D. Kwon (personal communication, August 10, 2010) comments, “For some people, (low-carbohydrate diets) are great, but for most, any sensible eating and exercise plan would work just as well” (Kwon, 2010) .

Summary of revisions: Remove 2nd sentence “Most people enjoy…”. Add signal phrase with personal communication citation to last sentence. Delete the parenthetical citation from end of paragraph.

Jorge decided that his comment about pizza and birthday cake came across as subjective and was not necessary to make his point, so he deleted it. He also realized that the quotation at the end of the paragraph was awkward and ineffective. How would his readers know who Kwon was or why her opinion should be taken seriously? Adding an introductory phrase helped Jorge integrate this quotation smoothly and establish the credibility of his source.

Follow these steps to begin revising your paper to improve cohesion.

• Read the body paragraphs of your paper first. Each time you come to a place that cites information from sources, ask yourself what purpose this information serves. Check that it helps support a point and that it is clearly related to the other sentences in the paragraph.
• Identify unnecessary information from sources that you can delete.
• Identify places where you need to revise your writing so that readers understand the significance of the details cited from sources.
• Skim the body paragraphs once more, looking for any paragraphs that seem packed with citations. Review these paragraphs carefully for cohesion.
• Review your introduction and conclusion. Make sure the information presented works with ideas in the body of the paper.
• Revise the places you identified in your paper to improve cohesion.

Please exchange papers with a classmate. Complete step four. On a separate piece of paper, note any areas that would benefit from clarification. Return and compare notes.

Writing at Work

Using a consistent style and tone.

Once you are certain that the content of your paper fulfills your purpose, you can begin revising to improve style and tone . Together, your style and tone create the voice of your paper, or how you come across to readers. Style refers to the way you use language as a writer—the sentence structures you use and the word choices you make. Tone is the attitude toward your subject and audience that you convey through your word choice.

Determining an Appropriate Style and Tone

Although accepted writing styles will vary within different disciplines, the underlying goal is the same—to come across to your readers as a knowledgeable, authoritative guide. Writing about research is like being a tour guide who walks readers through a topic. A stuffy, overly formal tour guide can make readers feel put off or intimidated. Too much informality or humor can make readers wonder whether the tour guide really knows what he or she is talking about. Extreme or emotionally charged language comes across as unbalanced.

To help prevent being overly formal or informal, determine an appropriate style and tone at the beginning of the research process. Consider your topic and audience because these can help dictate style and tone. For example, a paper on new breakthroughs in cancer research should be more formal than a paper on ways to get a good night’s sleep.

A strong research paper comes across as straightforward, appropriately academic, and serious. It is generally best to avoid writing in the first person, as this can make your paper seem overly subjective and opinion based. Use Checklist 12.3 on style to review your paper for other issues that affect style and tone. You can check for consistency at the end of the writing process. Checking for consistency is discussed later in this section.

Revising for Style: Checklist

• My paper avoids excessive wordiness.
• My sentences are varied in length and structure.
• I have avoided using first-person pronouns such as I and we .
• I have used the active voice whenever possible.
• I have defined specialized terms that might be unfamiliar to readers.
• I have used clear, straightforward language whenever possible and avoided unnecessary jargon.
• My paper states my point of view using a balanced tone—neither too indecisive nor too forceful.

Word Choice

Note that word choice is an especially important aspect of style. In addition to checking the points noted on Checklist 12.3, review your paper to make sure your language is precise, conveys no unintended connotations, and is free of biases. Here are some of the points to check for:

• Vague or imprecise terms
• Repetition of the same phrases (“Smith states…, Jones states…”) to introduce quoted and paraphrased material
• Exclusive use of masculine pronouns or awkward use of he or she
• Use of language with negative connotations, such as haughty or ridiculous
• Use of outdated or offensive terms to refer to specific ethnic, racial, or religious groups

Using plural nouns and pronouns or recasting a sentence can help you keep your language gender neutral while avoiding awkwardness. Consider the following examples.

• Gender-biased: When a writer cites a source in the body of his paper, he must list it on his references page.
• Awkward: When a writer cites a source in the body of his or her paper, he or she must list it on his or her references page.
• Improved: Writers must list any sources cited in the body of a paper on the references page.

Keeping Your Style Consistent

As you revise your paper, make sure your style is consistent throughout. Look for instances where a word, phrase, or sentence just does not seem to fit with the rest of the writing. It is best to reread for style after you have completed the other revisions so that you are not distracted by any larger content issues. Revising strategies you can use include the following:

• Read your paper aloud. Sometimes your ears catch inconsistencies that your eyes miss.
• Share your paper with another reader whom you trust to give you honest feedback. It is often difficult to evaluate one’s own style objectively—especially in the final phase of a challenging writing project. Another reader may be more likely to notice instances of wordiness, confusing language, or other issues that affect style and tone.
• Line-edit your paper slowly, sentence by sentence. You may even wish to use a sheet of paper to cover everything on the page except the paragraph you are editing—that forces you to read slowly and carefully. Mark any areas where you notice problems in style or tone, and then take time to rework those sections.

On reviewing his paper, Jorge found that he had generally used an appropriately academic style and tone. However, he noticed one glaring exception—his first paragraph. He realized there were places where his overly informal writing could come across as unserious or, worse, disparaging. Revising his word choice and omitting a humorous aside helped Jorge maintain a consistent tone. Read his revisions.

Jorge’s first paragraph with academic style revisions

I. Introduction

Picture this: You’re standing in the aisle of your local grocery store when you see a chubby guy an overweight man nearby staring at several brands of ketchup on display. After deliberating for a moment, he reaches for the bottle with the words “Low-Carb!” displayed prominently on the label. (You can’t help but notice that the low-carb ketchup is higher priced.) Is he making a smart choice that will help him lose weight and enjoy better health – or is he just buying into the latest diet fad?

Summary of revisions: replace “a chubby guy” in sentence 1 with “an overweight man”. Remove 3rd sentence.

Using the Style Checklist, line-edit your paper. You may use either of these techniques:

• Print out a hard copy of your paper, or work with your printout. Read it line by line. Check for the issues noted on the Style Checklist, as well as any other aspects of your writing style you have previously identified as areas for improvement. Mark any areas where you notice problems in style or tone, and then take time to rework those sections.
• If you prefer to work with an electronic document, use the menu options in your word-processing program to enlarge the text to 150 or 200 percent of the original size. Make sure the type is large enough that you can focus on only one paragraph at a time. Read the paper line by line as described in step 1. Highlight any areas where you notice problems in style or tone, and then take time to rework those sections.

Please exchange papers with a classmate. On a separate piece of paper, note places where the essay does not seem to flow or you have questions about what was written. Return the essay and compare notes.

Editing Your Paper

After revising your paper to address problems in content or style, you will complete one final editorial review. Perhaps you already have caught and corrected minor mistakes during previous revisions. Nevertheless, give your draft a final edit to make sure it is error-free. Your final edit should focus on two broad areas:

• Errors in grammar, mechanics, usage, and spelling
• Errors in citing and formatting sources

Correcting Errors

Given how much work you have put into your research paper, you will want to check for any errors that could distract or confuse your readers. Using the spell-checking feature in your word-processing program can be helpful—but this should not replace a full, careful review of your document. Be sure to check for any errors that may have come up frequently for you in the past. Use Checklist 12.4 to help you as you edit:

Grammar, Mechanics, Punctuation, Usage, and Spelling Checklist

• My paper is free of grammatical errors, such as errors in subject-verb agreement and sentence fragments. (For additional guidance on grammar, see  “Writing Basics: What Makes a Good Sentence?”. )
• My paper is free of errors in punctuation and mechanics, such as misplaced commas or incorrectly formatted source titles. (For additional guidance on punctuation and mechanics, see “Punctuation” .)
• My paper is free of common usage errors, such as alot and alright . (For additional guidance on correct usage, see “Working with Words: Which Word Is Right?” .)
• My paper is free of spelling errors. I have proofread my paper for spelling in addition to using the spell-checking feature in my word-processing program.
• I have checked my paper for any editing errors that I know I tend to make frequently.

Checking Citations and Formatting

When editing a research paper, it is also important to check that you have cited sources properly and formatted your document according to the specified guidelines. There are two reasons for this. First and foremost, citing sources correctly ensures that you have given proper credit to other people for ideas and information that helped you in your work. Second, using correct formatting establishes your paper as one student’s contribution to the work developed by and for a larger academic community. Increasingly, American Psychological Association (APA) style guidelines are the standard for many academic fields. Modern Language Association (MLA) is also a standard style in many fields. Use Checklist 12.5 to help you check citations and formatting.

Citations and Formatting Checklist

• Within the body of my paper, each fact or idea taken from a source is credited to the correct source.
• Each in-text citation includes the source author’s name (or, where applicable, the organization name or source title) and year of publication. I have used the correct format of in-text and parenthetical citations.
• Each source cited in the body of my paper has a corresponding entry in the references section of my paper.
• My references section includes a heading and double-spaced, alphabetized entries.
• Each entry in my references section is indented on the second line and all subsequent lines.
• Each entry in my references section includes all the necessary information for that source type, in the correct sequence and format.
• My paper includes a title page.
• The margins of my paper are set at one inch. Text is double spaced and set in a standard 12-point font.

For detailed guidelines on APA  citation and formatting, see Chapter 8 – APA Style Citations – Tutorial

During the process of revising and editing, Jorge made changes in the content and style of his paper. He also gave the paper a final review to check for overall correctness and, particularly, correct APA citations and formatting. Read the final draft of his paper.

Read Jorge’s final essay

Note: HTML/plain text & Pressbooks do not always display page layout or APA formatting such as page numbers, spacing, margins or indentation accurately. Please review APA formatting rules to ensure you meet APA guidelines with your own work. The text version is included here in HTML format for ease of reading/use. You may also want to View Jorge’s paper in PDF format .

Beyond the Hype: Evaluating Low-Carb Diets

Jorge Ramirez

       Picture this: You’re standing in the aisle of your local grocery store when you see an overweight man nearby staring at several brands of ketchup on display. After deliberating for a moment, he reaches for the bottle with the words “Low-Carb!” displayed prominently on the label. Is he making a smart choice that will help him lose weight and enjoy better health—or is he just buying into the latest diet fad?

       Over the past decade, increasing numbers of Americans have jumped on the low-carb bandwagon. As of 2004, researchers estimated that approximately 40 million Americans, or about one-fifth of the population, were attempting to restrict their intake of food high in carbohydrates (Sanders & Katz, 2004). Proponents of low-carb diets say they not only are the most effective way to lose weight but also yield health benefits such as lower blood pressure and improved cholesterol levels. Meanwhile, some doctors claim that low-carb diets are overrated and caution that their long-term effects are unknown. Although following a low-carbohydrate diet can benefit some people, these diets are not necessarily that best option for everyone who wants to lose weight or improve their health.

Purported Benefits of Low-Carbohydrate Diets

      To make sense of the popular enthusiasm for low-carbohydrate diets, it is important to understand proponents’ claims about how they work. Any eating plan includes a balance of the three macronutrients—proteins, fats, and carbohydrates—each of which is essential for human health. Different foods provide these macronutrients in different proportions; a steak is primarily a source of protein, and a plate of pasta is primarily a source of carbohydrates. No one recommends eliminating any of these three macronutrient groups entirely.

       However, experts disagree on what protein: fats: carbohydrate ratio is best for optimum health and for maintaining a healthy weight. Since the 1970s, the USDA has recommended that the greatest proportion of one’s daily calories should come from carbohydrates—breads, pastas, and cereals—with moderate consumption of proteins and minimal consumption of fats. High-carbohydrate foods form the base of the “food pyramid” familiar to nutrition students.

       Those who subscribe to the low-carb philosophy, however, argue that this approach is flawed. They argue that excess weight stems from disordered metabolism, which in turn can be traced to overconsumption of foods high in carbohydrates—especially refined carbohydrates like white flour and sugar (Atkins, 2002; Agatson, 2003). The body quickly absorbs sugars from these foods, increasing the level of glucose in the blood. This triggers the release of insulin, delivering energy-providing glucose to cells and storing some of the excess as glycogen. Unfortunately, the liver turns the rest of this excess glucose into fat. Thus, adherents of the low-carb approach often classify foods according to their glycemic index (GI)—a measurement of how quickly a given food raises blood glucose levels when consumed. Foods high in refined carbohydrates—sugar, potatoes, white breads, and pasta, for instance—have a high glycemic index.

       Dieters who focus solely on reducing fat intake may fail to realize that consuming refined carbohydrates contributes to weight problems. Atkins (2002) notes that low-fat diets recommended to many who wish to lose weight are, by definition, usually high in carbohydrates, and thus unlikely to succeed.

       Even worse, consuming high-carbohydrate foods regularly can, over time, wreak havoc with the body’s systems for regulating blood sugar levels and insulin production. In some individuals, frequent spikes in blood sugar and insulin levels cause the body to become insulin-resistant—less able to use glucose for energy and more likely to convert it to fat (Atkins, 2002). This in turn helps to explain the link between obesity and Type 2 diabetes. In contrast, reducing carbohydrate intake purportedly helps the body use food more efficiently for energy. Additional benefits associated with these diets include reduced risk of cardiovascular disease (Atkins, 2002), lowered blood pressure (Bell, 2006; Atkins, 2002), and reduced risk of developing certain cancers (Atkins, 2002).

       Given the experts’ conflicting recommendations, it is no wonder that patients are confused about how to eat for optimum health. Some may assume that even moderate carbohydrate consumption should be avoided (Harvard School of Public Health, 2010). Others may use the low-carb approach to justify consuming large amounts of foods high in saturated fats—eggs, steak, bacon, and so forth. Meanwhile, low-carb diet plans and products have become a multibillion-dollar industry (Hirsch, 2004). Does this approach live up to its adherents’ promises?

Research on Low-Carbohydrate Diets and Weight Loss

       A number of clinical studies have found that low-carbohydrate diet plans are indeed highly effective for weight loss. Gardner et al. (2007) compared outcomes among overweight and obese women who followed one of four popular diet plans: Atkins, The Zone, LEARN, or Ornish. After 12 months, the group that had followed the low-carb Atkins plan had lost significantly more weight than those in the other three groups. McMillan-Price et al. (2006) compared results among overweight and obese young adults who followed one of four plans, all of which were low in fat but had varying proportions of proteins and carbohydrates. They found that, over a 12-week period, the most significantly body-fat loss occurred on plans that were high in protein and/or low in “high glycemic index” foods. More recently, the American Heart Association (2010) reported on an Israeli study that found that subjects who followed a low-carbohydrate, high-protein diet lost more weight than those who followed a low-fat plan or a Mediterranean plan based on vegetables, grains, and minimal consumption of meats and healthy fats.2 Other researchers have also found that low-carbohydrates diets resulted in increased weight loss (Ebbeling et al., 2007; Bell, 2006; HealthDay, 2010).

       Although these results are promising, they may be short-lived. Dieters who succeed in losing weight often struggle to keep the weight off—and unfortunately, low-carb diets are no exception to the rule. HealthDay (2010) cites a study recently published in the Annals of Internal Medicine that compared obese subjects who followed a low-carbohydrate diet and a low-fat diet. The former group lost more weight steadily—and both groups had difficulty keeping weight off. Similarly, Swiss researchers found that, although low-carb dieters initially lost more weight than those who followed other plans, the differences tended to even out over time (Bell, 2006). This suggests that low-carb diets may be no more effective than other diets for maintaining a healthy weight in the long term.

       One likely reason is that a low-carbohydrate diet—like any restrictive diet—is difficult to adhere to for any extended period. In commenting on the Gardner study, experts at the Harvard School of Public Health (2010) noted that women in all four diet groups had difficulty following the plan. Medical professionals caution that low-carbohydrate diets are difficult for many people to follow consistently and that, to maintain a healthy weight, dieters should try to develop nutrition and exercise habits they can incorporate in their lives in the long term (Mayo Clinic, 2010). Registered dietician D. Kwon (personal communication, August 10, 2010) comments, “For some people, [low-carbohydrate diets] are great, but for most, any sensible eating and exercise plan would work just as well”.

Other Long-Term Health Outcomes

       Regardless of whether low-carb diets are most effective for weight loss, their potential benefits for weight loss must be weighed against other long-term health outcomes such as hypertension, the risk of heart disease, and cholesterol levels. Research findings in these areas are mixed. For this reason, people considering following a low-carbohydrate diet to lose weight should be advised of the potential risks in doing so.

       Research on how low-carbohydrate diets affect cholesterol levels in inconclusive. Some researchers have found that low-carbohydrate diets raise levels of HDL, or “good” cholesterol (Ebbeling et al., 2007; Seppa, 2008). Unfortunately, they may also raise levels of LDL, or “bad” cholesterol, which is associated with heart disease (Ebbeling et al., 2007; Reuters Health, 2010). A particular concern is that as dieters on a low-carbohydrate plan increase their intake of meats and dairy products—foods that are high in protein and fat—they are also likely to consume increased amounts of saturated fats, resulting in clogged arteries and again increasing the risk of heart disease. Studies of humans (Bradley et al., 2009) and mice (Foo et al., 2009) have identified possible risks to cardiovascular health associated with low-carb diets. The American Heart Association (2010) and the Harvard School of Public Health (2010) caution that doctors cannot yet assess how following a low-carbohydrate diet affects patients’ health over a long-term period.

       Some studies (Bell, 2006) have found that following a low-carb diet helped lower patients’ blood pressure. Again, however, excessive consumption of foods high in saturated fats may, over time, lead to the development of clogged arteries and increase risk of hypertension. Choosing lean meats over those high in fat and supplementing the diet with high-fiber, low-glycemic-index carbohydrates, such as leafy green vegetables, is a healthier plan for dieters to follow.

       Perhaps most surprisingly, low-carbohydrate diets are not necessarily advantageous for patients with Type 2 diabetes. Bradley et al. (2009) found that patients who followed a low-carb or a low-fat diet had comparable outcomes for both weight loss and insulin resistance. The National Institute of Diabetes and Digestive and Kidney Diseases (2010) advises diabetics to monitor blood sugar levels carefully and to consult with their health care provider to develop a plan for healthy eating. Nevertheless, the nutritional guidelines it provides as a dietary starting point closely follow the USDA food pyramid.

       Low-carb diets have garnered a great deal of positive attention, and it isn’t entirely undeserved. These diets do lead to rapid weight loss, and they often result in greater weight loss over a period of months than other diet plans. Significantly overweight or obese people may find low-carb eating plans the most effective for losing weight and reducing the risks associated with carrying excess body fat. However, because these diets are difficult for some people to adhere to and because their potential long-term health effects are still being debated, they are not necessarily the ideal choice for anyone who wants to lose weight. A moderately overweight person who wants to lose only a few pounds is best advised to choose whatever plan will help him stay active and consume fewer calories consistently—whether or not it involves eating low-carb ketchup.

Agatson, A. (2003). The South Beach Diet . St. Martin’s Griffin.

The American Heart Association. (2010). American Heart Association comments on weight loss study comparing low carbohydrate/high protein, Mediterranean style and low fat diets . http://americanheart.mediaroom.com/index.php?s=43&item=473

Atkins, R. C. (2002). Dr. Atkins’ diet revolution . M. Evans and Company.

Bell, J. R. (2006). Low-carb beats low-fat diet for early losses by not long term. OBGYN News , 41 (12), 32. doi:10.1016/S0029-7437(06)71905-X

Bradley, U., Spence, M., Courtney, C. H., McKinley, M. C., Ennis, C. N., McCance, D. R., McEneny, J., Bell, P. M., Young, I. S., & Hunter, S. J. (2009). Low-fat versus low-carbohydrate weight reduction diets: effects on weight loss, insulin resistance, and cardiovascular risk: A randomized control trial [Abstract]. Diabetes , 58 (12), 2741–2748. http://diabetes.diabetesjournals.org/content/early/2009/08/23/db09-0098.abstract

Ebbeling, C. B., Leidig, M. M., Feldman, H. A., Lovesky, M. M., & Ludwig, D. S. (2007). Effects of a low-glycemic load vs low-fat diet in obese young adults: A randomized trial. Journal of the American Medical Association , 297 (19), 2092–2102. http://jama.ama-assn.org/cgi/content/full/297/19/2092?maxtoshow=&hits=10&RESULTFORMAT=&fulltext=ebbeling&searchid=1&FIRSTINDEX=0&resourcetype=HWCIT

Foo, S. Y., Heller, E. R., Wykrzykowska, J., Sullivan, C. J., Manning-Tobin, J. J., Moore, K. J….Rosenzweigac, A. (2009). Vascular effects of a low-carbohydrate high-protein diet. Proceedings of the National Academy of Sciences of America , 106 (36), 15418–15423. doi: 10.1073/pnas.0907995106

Gardner, C. D., Kiazand, A., Alhassan, S., Kim, S., Stafford, R. S., Balise, R. R., Kraemer, H. C., & King, A. C. (2007). Comparison of the Atkins, Zone, Ornish, and LEARN Diets for change in weight and related risk factors among overweight premenopausal women. Journal of the American Medical Association , 297 (9), 969–977. http://jama.ama-assn.org/cgi/content/full/297/9/969#AUTHINFO

Harvard School of Public Health (2010). Carbohydrates: Good carbs guide the way. The Nutrition Source .  http://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/carbohydrates-full-story/index.html#good-carbs-not-no-carbs

HealthDay. (2010). Low-fat diets beat low-carb regiment long term . http://www.nlm.nih.gov/medlineplus/news/fullstory_95861.html

Hirsch, J. (2004). The low-carb evolution: Be reactive with low-carb products but proactive with nutrition. Nutraceuticals World . http://www.nutraceuticalsworld.com/contents/view/13321

Mayo Clinic. (2010). Healthy lifestyle: Weight loss . https://www.mayoclinic.org/healthy-lifestyle/weight-loss/in-depth/weight-loss/art-20048466?p=1

McMillan-Price, J., Petocz, P., Atkinson, F., O’Neill, K., Samman, S., Steinbeck, K., Caterson, I., & Brand-Miller, J. (2006, July). Comparison of 4 diets of varying glycemic load on weight loss and cardiovascular risk reduction in overweight and obese young adults: A randomized controlled trial. Archives of Internal Medicine , 166 (14), 1466–1475. http://archinte.ama-assn.org/cgi/content/full/166/14/1466

National Institute of Diabetes and Digestive and Kidney Diseases. (2010). National Diabetes Information Clearinghouse: What I need to know about eating and diabetes . http://diabetes.niddk.nih.gov/dm/pubs/eating_ez/index.htm

Reuters Health. (2010). Low-carb diet can increase bad cholesterol levels . http://www.nlm.nih.gov/medlineplus/news/fullstory_95708.html

Seppa, N. (2008). Go against the grains, diet study suggests: Low-carb beats low-fat in weight loss, cholesterol. Science News , 174 (4), 25. http://www.sciencenews.org/view/issue/id/34757

Source: PDF/text version of the final research essay from “Developing Your Final Draft” In English Composition 2 by Lumen Learning is licensed under CC BY-NC-SA 4.0 . / has been Adapted by Emily Cramer & Amanda Quibell / Created PDF/accessible format, APA style updated to 7th edition and corrections made so that in-text and reference entries match.

Key Takeaways

• Organization in a research paper means that the argument proceeds logically from the introduction to the body to the conclusion. It flows logically from one point to the next. When revising a research paper, evaluate the organization of the paper as a whole and the organization of individual paragraphs.
• In a cohesive research paper, the elements of the paper work together smoothly and naturally. When revising a research paper, evaluate its cohesion. In particular, check that information from research is smoothly integrated with your ideas with appropriate in-text citations.
• An effective research paper uses a style and tone that are appropriately academic and serious. When revising a research paper, check that the style and tone are consistent throughout.
• Editing a research paper involves checking for errors in grammar, mechanics, punctuation, usage, spelling, citations, and formatting.

Attribution & References

• Except where otherwise noted, this chapter is adapted from ” 12.2 Developing a Final Draft of a Research Paper ” In Writing for Success by University of Minnesota licensed under CC BY-NC 4.0 . Edits made for accessibility and visual images, updates to APA citation & references.
• Final Essay screenshots & PDF/text version of the final research essay from “Developing Your Final Draft” In English Composition 2 by Lumen Learning is licensed under CC BY-NC-SA . / Adapted by Emily Cramer & Amanda Quibell / Created accessible PDF format, APA style updated to 7th edition and corrections made so that in-text and reference entries match.

7.3 - Developing a Final Draft of a Research Paper Copyright © 2022 by Jen Booth, Emily Cramer & Amanda Quibell, Georgian College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Revising Drafts

Rewriting is the essence of writing well—where the game is won or lost. —William Zinsser

What this handout is about

This handout will motivate you to revise your drafts and give you strategies to revise effectively.

What does it mean to revise?

Revision literally means to “see again,” to look at something from a fresh, critical perspective. It is an ongoing process of rethinking the paper: reconsidering your arguments, reviewing your evidence, refining your purpose, reorganizing your presentation, reviving stale prose.

But I thought revision was just fixing the commas and spelling

Nope. That’s called proofreading. It’s an important step before turning your paper in, but if your ideas are predictable, your thesis is weak, and your organization is a mess, then proofreading will just be putting a band-aid on a bullet wound. When you finish revising, that’s the time to proofread. For more information on the subject, see our handout on proofreading .

How about if I just reword things: look for better words, avoid repetition, etc.? Is that revision?

Well, that’s a part of revision called editing. It’s another important final step in polishing your work. But if you haven’t thought through your ideas, then rephrasing them won’t make any difference.

Why is revision important?

Writing is a process of discovery, and you don’t always produce your best stuff when you first get started. So revision is a chance for you to look critically at what you have written to see:

• if it’s really worth saying,
• if it says what you wanted to say, and
• if a reader will understand what you’re saying.

The process

What steps should i use when i begin to revise.

Here are several things to do. But don’t try them all at one time. Instead, focus on two or three main areas during each revision session:

• Wait awhile after you’ve finished a draft before looking at it again. The Roman poet Horace thought one should wait nine years, but that’s a bit much. A day—a few hours even—will work. When you do return to the draft, be honest with yourself, and don’t be lazy. Ask yourself what you really think about the paper.
• As The Scott, Foresman Handbook for Writers puts it, “THINK BIG, don’t tinker” (61). At this stage, you should be concerned with the large issues in the paper, not the commas.
• Check the focus of the paper: Is it appropriate to the assignment? Is the topic too big or too narrow? Do you stay on track through the entire paper?
• Think honestly about your thesis: Do you still agree with it? Should it be modified in light of something you discovered as you wrote the paper? Does it make a sophisticated, provocative point, or does it just say what anyone could say if given the same topic? Does your thesis generalize instead of taking a specific position? Should it be changed altogether? For more information visit our handout on thesis statements .
• Think about your purpose in writing: Does your introduction state clearly what you intend to do? Will your aims be clear to your readers?

What are some other steps I should consider in later stages of the revision process?

• Examine the balance within your paper: Are some parts out of proportion with others? Do you spend too much time on one trivial point and neglect a more important point? Do you give lots of detail early on and then let your points get thinner by the end?
• Check that you have kept your promises to your readers: Does your paper follow through on what the thesis promises? Do you support all the claims in your thesis? Are the tone and formality of the language appropriate for your audience?
• Check the organization: Does your paper follow a pattern that makes sense? Do the transitions move your readers smoothly from one point to the next? Do the topic sentences of each paragraph appropriately introduce what that paragraph is about? Would your paper work better if you moved some things around? For more information visit our handout on reorganizing drafts.
• Check your information: Are all your facts accurate? Are any of your statements misleading? Have you provided enough detail to satisfy readers’ curiosity? Have you cited all your information appropriately?
• Check your conclusion: Does the last paragraph tie the paper together smoothly and end on a stimulating note, or does the paper just die a slow, redundant, lame, or abrupt death?

Whoa! I thought I could just revise in a few minutes

Sorry. You may want to start working on your next paper early so that you have plenty of time for revising. That way you can give yourself some time to come back to look at what you’ve written with a fresh pair of eyes. It’s amazing how something that sounded brilliant the moment you wrote it can prove to be less-than-brilliant when you give it a chance to incubate.

But I don’t want to rewrite my whole paper!

Revision doesn’t necessarily mean rewriting the whole paper. Sometimes it means revising the thesis to match what you’ve discovered while writing. Sometimes it means coming up with stronger arguments to defend your position, or coming up with more vivid examples to illustrate your points. Sometimes it means shifting the order of your paper to help the reader follow your argument, or to change the emphasis of your points. Sometimes it means adding or deleting material for balance or emphasis. And then, sadly, sometimes revision does mean trashing your first draft and starting from scratch. Better that than having the teacher trash your final paper.

But I work so hard on what I write that I can’t afford to throw any of it away

If you want to be a polished writer, then you will eventually find out that you can’t afford NOT to throw stuff away. As writers, we often produce lots of material that needs to be tossed. The idea or metaphor or paragraph that I think is most wonderful and brilliant is often the very thing that confuses my reader or ruins the tone of my piece or interrupts the flow of my argument.Writers must be willing to sacrifice their favorite bits of writing for the good of the piece as a whole. In order to trim things down, though, you first have to have plenty of material on the page. One trick is not to hinder yourself while you are composing the first draft because the more you produce, the more you will have to work with when cutting time comes.

But sometimes I revise as I go

That’s OK. Since writing is a circular process, you don’t do everything in some specific order. Sometimes you write something and then tinker with it before moving on. But be warned: there are two potential problems with revising as you go. One is that if you revise only as you go along, you never get to think of the big picture. The key is still to give yourself enough time to look at the essay as a whole once you’ve finished. Another danger to revising as you go is that you may short-circuit your creativity. If you spend too much time tinkering with what is on the page, you may lose some of what hasn’t yet made it to the page. Here’s a tip: Don’t proofread as you go. You may waste time correcting the commas in a sentence that may end up being cut anyway.

How do I go about the process of revising? Any tips?

• Work from a printed copy; it’s easier on the eyes. Also, problems that seem invisible on the screen somehow tend to show up better on paper.
• Another tip is to read the paper out loud. That’s one way to see how well things flow.
• Remember all those questions listed above? Don’t try to tackle all of them in one draft. Pick a few “agendas” for each draft so that you won’t go mad trying to see, all at once, if you’ve done everything.
• Ask lots of questions and don’t flinch from answering them truthfully. For example, ask if there are opposing viewpoints that you haven’t considered yet.

Whenever I revise, I just make things worse. I do my best work without revising

That’s a common misconception that sometimes arises from fear, sometimes from laziness. The truth is, though, that except for those rare moments of inspiration or genius when the perfect ideas expressed in the perfect words in the perfect order flow gracefully and effortlessly from the mind, all experienced writers revise their work. I wrote six drafts of this handout. Hemingway rewrote the last page of A Farewell to Arms thirty-nine times. If you’re still not convinced, re-read some of your old papers. How do they sound now? What would you revise if you had a chance?

What can get in the way of good revision strategies?

Don’t fall in love with what you have written. If you do, you will be hesitant to change it even if you know it’s not great. Start out with a working thesis, and don’t act like you’re married to it. Instead, act like you’re dating it, seeing if you’re compatible, finding out what it’s like from day to day. If a better thesis comes along, let go of the old one. Also, don’t think of revision as just rewording. It is a chance to look at the entire paper, not just isolated words and sentences.

What happens if I find that I no longer agree with my own point?

If you take revision seriously, sometimes the process will lead you to questions you cannot answer, objections or exceptions to your thesis, cases that don’t fit, loose ends or contradictions that just won’t go away. If this happens (and it will if you think long enough), then you have several choices. You could choose to ignore the loose ends and hope your reader doesn’t notice them, but that’s risky. You could change your thesis completely to fit your new understanding of the issue, or you could adjust your thesis slightly to accommodate the new ideas. Or you could simply acknowledge the contradictions and show why your main point still holds up in spite of them. Most readers know there are no easy answers, so they may be annoyed if you give them a thesis and try to claim that it is always true with no exceptions no matter what.

How do I get really good at revising?

The same way you get really good at golf, piano, or a video game—do it often. Take revision seriously, be disciplined, and set high standards for yourself. Here are three more tips:

• The more you produce, the more you can cut.
• The more you can imagine yourself as a reader looking at this for the first time, the easier it will be to spot potential problems.
• The more you demand of yourself in terms of clarity and elegance, the more clear and elegant your writing will be.

How do I revise at the sentence level?

Read your paper out loud, sentence by sentence, and follow Peter Elbow’s advice: “Look for places where you stumble or get lost in the middle of a sentence. These are obvious awkwardness’s that need fixing. Look for places where you get distracted or even bored—where you cannot concentrate. These are places where you probably lost focus or concentration in your writing. Cut through the extra words or vagueness or digression; get back to the energy. Listen even for the tiniest jerk or stumble in your reading, the tiniest lessening of your energy or focus or concentration as you say the words . . . A sentence should be alive” (Writing with Power 135).

Practical advice for ensuring that your sentences are alive:

• Use forceful verbs—replace long verb phrases with a more specific verb. For example, replace “She argues for the importance of the idea” with “She defends the idea.”
• Look for places where you’ve used the same word or phrase twice or more in consecutive sentences and look for alternative ways to say the same thing OR for ways to combine the two sentences.
• Cut as many prepositional phrases as you can without losing your meaning. For instance, the following sentence, “There are several examples of the issue of integrity in Huck Finn,” would be much better this way, “Huck Finn repeatedly addresses the issue of integrity.”
• Check your sentence variety. If more than two sentences in a row start the same way (with a subject followed by a verb, for example), then try using a different sentence pattern.
• Aim for precision in word choice. Don’t settle for the best word you can think of at the moment—use a thesaurus (along with a dictionary) to search for the word that says exactly what you want to say.
• Look for sentences that start with “It is” or “There are” and see if you can revise them to be more active and engaging.
• For more information, please visit our handouts on word choice and style .

How can technology help?

Need some help revising? Take advantage of the revision and versioning features available in modern word processors.

Track your changes. Most word processors and writing tools include a feature that allows you to keep your changes visible until you’re ready to accept them. Using “Track Changes” mode in Word or “Suggesting” mode in Google Docs, for example, allows you to make changes without committing to them.

Compare drafts. Tools that allow you to compare multiple drafts give you the chance to visually track changes over time. Try “File History” or “Compare Documents” modes in Google Doc, Word, and Scrivener to retrieve old drafts, identify changes you’ve made over time, or help you keep a bigger picture in mind as you revise.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Elbow, Peter. 1998. Writing With Power: Techniques for Mastering the Writing Process . New York: Oxford University Press.

Lanham, Richard A. 2006. Revising Prose , 5th ed. New York: Pearson Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

Zinsser, William. 2001. On Writing Well: The Classic Guide to Writing Nonfiction , 6th ed. New York: Quill.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Chapter 12: Peer Review and Final Revisions

12.2 Editing and Developing a Final Draft of a Research Paper

Learning Objectives

• Edit your paper to ensure that language, citations, and formatting are correct

Given all the time and effort you have put into your research paper, you will want to make sure that your final draft represents your best work. This requires taking the time to revise and edit your paper carefully.

You may feel like you need a break from your paper before you edit it. That feeling is understandable, so you want to be sure to leave yourself enough time to complete this important stage of the writing process. This section presents a number of opportunities for you to focus on different aspects of the editing process; as with revising a draft, you should approach editing in different stages.

Some of the content in this section may seem repetitive, but again, it provides you with a chance to double-check any revisions you have made at a detailed level.

Editing Your Draft

If you have been incorporating each set of revisions as Mariah and Jorge have, you have produced multiple drafts of your writing. So far, all your changes have been content changes. Perhaps with the help of peer feedback, you have made sure that you sufficiently supported your ideas. You have checked for problems with unity and coherence. You have examined your essay for word choice, revising to cut unnecessary words and to replace weak wording with specific and appropriate wording.

The next step after revising the content is editing. When you edit, you examine the surface features of your text. You examine your spelling, grammar, usage, and punctuation. You also make sure you use the proper format when creating your finished assignment.

Tip: Editing takes time. Be sure to budget time into the writing process to complete additional edits after revising. Editing and proofreading your writing helps you create a finished work that represents your best efforts. Here are a few more tips to remember about your readers:

• Readers do not notice correct spelling, but they do notice misspellings.
• Readers look past your sentences to get to your ideas—unless the sentences are awkward, poorly constructed, and frustrating to read.
• Readers notice when every sentence has the same rhythm as every other sentence, with no variety.
• Readers do not cheer when you use there, their, and they’re correctly, but they notice when you do not.
• Readers will notice the care with which you handled your assignment and your attention to detail in the delivery of an error-free document.

Being Clear and Concise

Some writers are very methodical and painstaking when they write a first draft. Other writers unleash a lot of words in order to get out all that they feel they need to say. Do either of these methods match your style? Or is your composing style somewhere in between? No matter which description best fits you, the first draft of almost every piece of writing, no matter its author, can be made clearer and more concise.

If you have a tendency to write too much, you will need to look for unnecessary words. If you have a tendency to be vague or imprecise in your wording, you will need to find specific words to replace any overly general language.

Identifying Wordiness

Sometimes writers use too many words when fewer words will appeal more to their audience and better fit their purpose. Here are some common examples of wordiness to look for in your draft. Eliminating wordiness helps all readers, because it makes your ideas clear, direct, and straightforward.

• Sentences that begin with   There is   or   There are
• Wordy .  There are two major experiments that the Biology Department sponsors.
• Revised .  The Biology Department sponsors two major experiments.
• Sentences with unnecessary modifiers
• Wordy .  Two extremely famous and well-known consumer advocates spoke eloquently in favour of the proposed important legislation.
• Revised .  Two well-known consumer advocates spoke in favour of the proposed legislation.

Sentences with deadwood phrases that add little to the meaning. Be judicious when you use phrases such as  in terms of ,  with a mind to ,  on the subject of ,  as to whether or not ,  more or less ,  as far as…is concerned , and similar expressions. You can usually find a more straightforward way to state your point.

• Wordy .  As a world leader in the field of green technology, the company plans to focus its efforts in the area of geothermal energy. A report as to whether or not to use geysers as an energy source is in the process of preparation.
• Revised .  As a world leader in green technology, the company plans to focus on geothermal energy. Researchers are preparing a report about using geysers as an energy source.

Sentences in the passive voice or with forms of the verb   to be : S entences with passive voice verbs often create confusion because the subject of the sentence does not perform an action. Sentences are clearer when the subject performs the action and is followed by a strong verb. Use strong active voice verbs in place of forms of  to be , which can lead to wordiness. Avoid passive voice when you can.

• Wordy . It might perhaps be said that using a GPS device is something that is a benefit to drivers who have a poor sense of direction.
• Revised . Using a GPS device benefits drivers who have a poor sense of direction.

Sentences with constructions that can be shortened

• Wordy .   The e-book reader, which is a recent invention, may become as commonplace as the cell phone. My over-60 uncle bought an e-book reader, and his wife bought an e-book reader, too.
• Revised .   The e-book reader, a recent invention, may become as commonplace as the cell phone. My over-60 uncle and his wife both bought e-book readers.

Choosing Specific, Appropriate Words

Most essays at the post-secondary level should be written in formal English suitable for an academic situation. Follow these principles to be sure that your word choice is appropriate. For more information about word choice, see  Chapter 2: Working with Words: Which Word Is Right?

• Avoid slang . Find alternatives to  bummer ,  kewl , and  rad .
• Avoid language that is overly casual . Write about “men and women” rather than “girls and guys” unless you are trying to create a specific effect. A formal tone calls for formal language.
• Avoid contractions . Use  do not  in place of  don’t ,  I am  in place of  I’m , have not  in place of  haven’t , and so on. Contractions are considered casual speech.
• Avoid clichés . Overused expressions such as  green with envy ,  face the music ,  better late than never , and similar expressions are empty of meaning and may not appeal to your audience.
• Be careful when you use words that sound alike but have different meanings . Some examples are  allusion/illusion ; complement/compliment; council/counsel; concurrent/consecutive; founder/flounder; and historic/historical. When in doubt, check a dictionary.
• Choose words with the connotations you want . Choosing a word for its connotations is as important in formal essay writing as it is in all kinds of writing. Compare the positive connotations of the word  proud  and the negative connotations of  arrogant  and  conceited .
• Use specific words rather than overly general words . Find synonyms for  thing ,  people ,  nice ,  good ,  bad ,  interesting , and other vague words. Or use specific details to make your exact meaning clear.

Now read the revisions Mariah made to make her third paragraph clearer and more concise. She has already incorporated the changes she made to improve unity and coherence.

Self-Practice Exercise 12.8

H5P: Understanding Word Choice

Answer the following questions about Mariah’s revised paragraph.

• Read the unrevised and the revised paragraphs aloud. Explain in your own words how changes in word choice have affected Mariah’s writing.
• Do you agree with the changes that Mariah made to her paragraph? Which changes would you keep and which were unnecessary? Explain. What other changes would you have made?
• What effect does removing contractions and the pronoun you have on the tone of the paragraph? How would you characterize the tone now? Why?

Now return once more to your essay in progress. Read carefully for problems with word choice. Be sure that your draft is written in formal language and that your word choice is specific and appropriate.

Self-Practice Exercise 12.9

Return once more to the first draft of the essay you have been revising. Check it for unnecessary words.

Try making your sentences as concise as they can be.

Brief Punctuation Review

Throughout this book, you have been presented with a number of tables containing transitional words. The list below Punctuating Transitional Words and Phrases shows many of the transition words you have seen organized into different categories to help you know how to punctuate with each one.

Punctuating Transitional Words and Phrases

Joining Independent Clauses (coordination)

• 2 IND: IND; IND
• accordingly
• after a while
• as a result
• at any rate
• at the same time
• consequently
• for example
• for instance
• furthermore
• in addition
• in other words
• in particular
• in the first place
• nevertheless
• nonetheless
• on the contrary
• on the other hand

Forming Dependent Clauses (subordination)

• in order that

* This column contains relative pronouns, which may be punctuated differently.

Joining Independent Clauses

There are three ways to join independent clauses. By using a mix of all three methods and varying your transition words, you will add complexity to your writing and improve the flow. You will also be emphasizing to your reader which ideas you want to connect or to show things like cause and effect or contrast. For a more detailed review of independent clauses, look back at Chapter 3: Putting Ideas into Your Own Words and Paragraphs . Option 1 By simply using a semicolon ( ; ), you can make the ideas connect more than if you were to use a period. If you are trying to reinforce that connection, use a semicolon because it is not as strong of a pause as a period and reinforces the link. Option 2 When you want to link two independent sentences and increase the flow between ideas, you can add a comma and a coordinating conjunction between them. With coordinating conjunctions (FANBOYS: for, and, nor, but, or, yet, so), you do not use a comma every time: you would only do so if what is on either side of the conjunction is a complete sentence not just a phrase. You would not put a comma if you are only giving a list of two items. For example:

Comma: It is cold outside , so I wore an extra warm coat.

No comma: It is cold outside. I wore an extra warm coat and gloves.

The first example contains a complete sentence (independent clause) on either side of the conjunction so . Just the conjunction by itself or just a comma by itself is not strong enough to join two independent clauses. However, if you put the two together with so , you can link the two. In the second example, and is simply connecting two noun phrases: warm coat and gloves . What comes after the conjunction is not a complete sentence, so you would not add a comma. To check if there is a complete, independent clause, ask yourself, “Can that part stand by itself as a complete sentence?” In the case of the no comma example, gloves is what comes after the comma. That is not a complete sentence, only a noun: that means it is part of a list and is not a complete sentence = no comma. The point of these examples was to show you that you have to be careful how you use commas and conjunctions. As easy as it would be to just always toss in a comma, doing so would confuse your reader as what is and is not part of a list and what ideas are joined. Option 3 Your third choice is to join two independent clauses with a conjunctive adverb or another transition word. These words are very useful because they clearly show your reader how you would like your ideas to connect. If you wanted to emphasize contrasting ideas, you would use on the other hand or however . If you wanted to show cause and effect, you could use as a result . Refer to the tables you have seen in other chapters to make sure you are using the transitions you actually mean to be using; then, check Punctuating Transitional Words and Phrases above to confirm how you should punctuate it. After your first independent clause, you can choose to either use a period or a semicolon, again depending on how much of a link you want to show. You may also want to consider how many long sentences you have used prior to this. If you use a lot of complicated sentences, you should probably use a period to allow your reader to take a break. You must also remember to include a comma after the transition word.

Period: It is cold outside . Therefore, I wore an extra warm coat.

Semicolon: It is cold outside ; therefore, I wore an extra warm coat.

Joining Dependent Clauses

If one of the clauses in a sentence is independent and can stand on its own, but the other is not, you have to construct the sentence a little differently. Whenever you add a subordinating conjunction or relative pronoun to an independent sentence, you create a dependent clause—one that can never stand alone. In the examples below, notice that when the independent clause comes first, it is strong enough to carry the dependent clause at the end without any helping punctuation. However, if you want the dependent clause first, you must add a comma between it and the independent clause: the dependent clause is not strong enough to support the independent clause after without a little help. In the examples below, the independent clauses are double underlined and the dependent clause has a single underline.

IND first: I wore an extra warm coat as it is cold outside.

DEP first: As it is cold outside , I wore an extra warm coat.

Tip: If you want to start a sentence with Because , you need to make sure there is a second half to that sentence that is independent. A Because (dependent) clause can never stand by itself.

At the bottom on Punctuating Transitional Words and Phrases  you can see a list of five dependent markers that can be used a little differently. These are relative pronouns, and when you use them, you need to ask yourself if the information is 100 percent necessary for the reader to understand what you are describing. If it is optional, you can include a comma before the relative clause even if it comes after the independent clause.

Non – essential: As it is cold outside, I wore an extra warm coat , which was blue.

Essential: My coat which is blue is the one I wear when it is really cold outside.

In the non – essential example, the fact that the coat was warm was probably more important than that the coat was blue. The information that the coat is blue probably would not make a difference in keeping the person warm, so the information in that relative clause is not terribly important. Adding the comma before the clause tells the reader it is extra information. In the essential example, the use of the same clause without a preceding comma shows that this information is important. The writer is implying he has other coats that are not as warm and are not blue, so he is emphasizing the importance of the blue coat. These are the only five subordinators, or relative pronouns, for which you can do this; every other one needs to follow the previous explanation of how to use these dependent transition words. If you do decide to add a comma with one of the relative pronouns, you need to think critically about whether or not that description is completely essential.

Using any of these sentence joining strategies is helpful in providing sentence variety to help your reader stay engaged and reading attentively. By following these punctuation rules, you will also avoid creating sentence fragments, run-on sentences, and comma splices, all of which improves your end product.

Given how much work you have put into your research paper, you will want to check for any errors that could distract or confuse your readers. Using the spell checking feature in your word processing program can be helpful, it should not replace a full, careful review of your document. Be sure to check for any errors that may have come up frequently for you in the past. Use Checklist 12.4: Editing Your Writing to help you as you edit.

Checklist 12.4 : Editing Your Writing

H5P: Editing Your Writing

Reread your paper and use the list below to check your grammar .

• Does every verb agree with its subject?
• Is the antecedent of every pronoun clear?
• Is it clear which word a participial phrase modifies (eg. no dangling modifier)?
• Have you ensured there are no run-on sentences?
• Are subject, object, and possessive personal pronouns used correctly?
• Do all personal pronouns agree with their antecedents?
• Are all sentences complete sentences (eg. not fragments)?
• Are independent clauses joined with conjunctions?
• Are tense forms, especially for irregular verbs, written correctly?
• Are the correct comparative and superlative forms of adjectives and adverbs used?
• Are who and whom used correctly?
• Is every verb in the correct tense?

Reread your paper and use the list below to check your sentence structure .

• Is my parallel structure accurate?
• Have I chosen the best coordinating or subordinating conjunctions to join clauses?
• Are my sentences clear?
• Do I vary my sentence structure?
• Have I used apostrophes correctly to write all singular and plural possessive forms?
• Have I used quotation marks correctly?
• Does every sentence end with the correct end punctuation?
• Can I justify the use of every exclamation point?

Reread your paper and use the list below to check your mechanics and usage .

• Have I corrected any spelling errors?
• Have I used capital letters where they are needed?
• Have I written abbreviations, where allowed, correctly?
• Have I corrected any errors in the use of commonly confused words, such as to/too/two?

Tip: Be careful about relying too much on spelling checkers and grammar checkers. A spelling checker cannot recognize that you meant to write principle  but wrote  principal instead. A grammar checker often queries constructions that are perfectly correct. The program does not understand your meaning; it makes its check against a general set of formulas that might not apply in each instance. If you use a grammar checker, accept the suggestions that make sense, but consider why the suggestions came up.

Tip: Proofreading requires patience; it is very easy to read past a mistake. Set your paper aside for at least a few hours, if not a day or more, so your mind will rest. Some professional proofreaders read a text backward so they can concentrate on spelling and punctuation. Another helpful technique is to slowly read a paper aloud, paying attention to every word, letter, and punctuation mark.

If you need additional proofreading help, ask a reliable friend, classmate, or peer tutor to make a final pass on your paper to look for anything you missed.

Your finished assignment should be properly formatted, following the style required of you. Formatting includes the style of the title, margin size, page number placement, location of the writer’s name, and other factors. Your instructor or department may require a specific style to be used. The requirements may be more detailed and rigid for research projects and term papers, which often observe the American Psychological Association (APA) style guide, especially when citations of sources are included.

To ensure the format is correct and follows any specific instructions, make a final check before you submit an assignment.

Self-Practice Exercise 12.10

With the help of Checklist 12.4, edit and proofread your essay.

Checking Citations and Formatting

When editing a research paper, it is also important to check that you have cited sources properly and formatted your document according to the specified guidelines. There are two reasons for this. First, citing sources correctly ensures that you give proper credit to other people for ideas and information that helped you in your work. Second, using correct formatting establishes your paper as one student’s contribution to the work developed by and for a larger academic community. Increasingly, American Psychological Association (APA) style guidelines are the standard for many academic fields. Use Checklist 12.5: Citations and Formatting to help.

Checklist 12.5 : Citations and Formatting

H5P:  Citation and Formatting

Reread your paper and check whether you have achieved the following goals in working towards proper citation and formatting.

• Each in-text citation includes the source author’s name (or, where applicable, the organization name or source title) and year of publication. I have used the correct format of in text and parenthetical citations.
• Within the body of my paper, each fact or idea taken from a source is credited to the correct source.
• My paper includes a running head.
• Each source cited in the body of my paper has a corresponding entry in the references section of my paper.
• My references section includes a heading and double-spaced alphabetized entries.
• Each entry in my references section is indented on the second line and all subsequent lines.
• The margins of my paper are set at one inch. Text is double spaced and set in a standard 12-point font.
• My paper includes a title page.
• Each entry in my references section includes all the necessary information for that source type, in the correct sequence and format.

For detailed guidelines on APA citation and formatting, see  Chapter 9: Citations and Referencing .

Writing at Work

Following APA citation and formatting guidelines may require time and effort. However, it is good practice for learning how to follow accepted conventions in any professional field. Many large corporations create a style manual with guidelines for editing and formatting documents produced by that corporation. Employees follow the style manual when creating internal documents and documents for publication.

During the process of revising and editing, Jorge made changes in the content and style of his paper. He also gave the paper a final review to check for overall correctness and, particularly, correct APA citations and formatting. Read the final draft of his paper: Beyond the Hype: Evaluating Low-Carb Diets .

With the help of Checklist 12.5, edit and proofread your essay.

Although you probably do not want to look at your paper again before you submit it to your instructor, take the time to do a final check. Since you have already worked through all of the checklists above focusing on certain aspects at one time, working through one final checklist should confirm you have written a strong, persuasive essay and that everything is the way you want it to be. As extra insurance you have produced a strong paper, you may even want someone else to double-check your essay using Checklist 12.6: Final Revision . Then you can compare to see how your perceptions of your paper match those of someone else, essentially having that person act as the one who will be grading your paper.

Checklist 12.6: Final Revision

H5P: Final Revision

Although you probably do not want to look at your paper again before you submit it to your instructor, take the time to do a final check. Since you have already worked through all of the checklists above focusing on certain aspects at one time, working through one final checklist should confirm you have written a strong, persuasive essay and that everything is the way you want it to be. As extra insurance you have produced a strong paper, you may even want someone else to double-check your essay using Checklist 12.6: Final Revision. Then you can compare to see how your perceptions of your paper match those of someone else, essentially having that person act as the one who will be grading your paper.

Reread your paper and use the list below to check your organization .

• Are your paragraphs organized in a logical manner?
• Focus: Have you clearly stated your thesis (your controlling idea) in the first paragraph?
• Check whether your paragraphs are organized according to a specific pattern.
• Unity: Write your opening and closing paragraphs and place each topic sentence in between. You should have a “mini essay”
• with several different main points supporting your thesis.
• Have you provided a comprehensive conclusion to your essay? Does it summarize your main points (using different words)?
• Do you show you understand the assignment: purpose, audience, and genre?
• Does your thesis statement catch the reader’s attention?
• Does each topic sentence (per paragraph) logically follow the one preceding it?
• Do you have several points to support your thesis?
• Are your paragraphs organized in the best way to support your thesis?

Reread your paper and use the list below to check your paragraphs and sentences .

• Does each sentence logically follow the preceding one?
• Are there several sentences giving details, facts, quotes, reasons, and arguments in each paragraph?
• Is each supporting detail specific, concrete, and relevant to the topic sentence?
• Have you used transitional words to help the reader follow your thoughts?
• Does each paragraph have only one main point?
• Does your essay have an appropriate tone and point of view?
• Does each paragraph have main points and supporting details?
• Is each sentence is relevant to the main point of the paragraph?
• Is your approach or pattern used to develop your paragraph’s main point followed?
• Are your paragraphs all an appropriate length?

Reread your paper and use the list below to check your sentences and usage .

• Verb tenses are consistent.
• Weak adverbs (may be) are replaced with strong verbs (is).
• Pronoun referents are clear.
• Wordiness has been eliminated.
• Subject and verbs agree.
• Subjects are person are consistent.
• Sentence structure is varied.
• Repetition has been eliminated.
• Fragments, splices, and run-on sentences have been revised.
• Each sentence has a subject and a verb.
• Lists are written in parallel.
• Wordiness has been corrected.
• All verbs are active.
• Modifiers have been checked for clarity.

Reread your paper and use the list below to check your documentation .

• Reference section is complete.
• All references are documented.
• In-text citations are formatted correctly.
• In-text citations are present for every reference.

Reread your paper and use the list below to check your mechanics .

• All spelling and typographical errors have been corrected.
• All words and sentences are punctuated according to common usage.

Reread your paper and use the list below to check your content .

• I have provided enough background information. The details I have provided are relevant and necessary.
• I believe what I have written.
• My controlling idea and the development of my argument make sense.
• I have primarily used paraphrasing (not direct quotation).

You should now be confident you have produced a strong argument that is wonderfully constructed and that you will be able to persuade your audience that your points and point of view are valid.

Key Takeaways

• During revising, you add, cut, move, or change information in order to improve content.
• During editing, you take a second look at the words and sentences you used to express your ideas and fix any problems in grammar, punctuation, and sentence structure.
• Remember to budget time for careful editing and proofreading. Use all available resources, including editing checklists, peer editing, and your institution’s writing lab, to improve your editing skills.
• Organization in a research paper means that the argument proceeds logically from the introduction to the body to the conclusion. It flows logically from one point to the next. When revising a research paper, evaluate the organization of the paper as a whole and the organization of individual paragraphs.
• In a cohesive research paper, the elements of the paper work together smoothly and naturally. When revising a research paper, evaluate its cohesion. In particular, check that information from research is smoothly integrated with your ideas.
• An effective research paper uses a style and tone that are appropriately academic and serious. When revising a research paper, check that the style and tone are consistent throughout.
• Editing a research paper involves checking for errors in grammar, mechanics, punctuation, usage, spelling, citations, and formatting.

Writing for Success - 1st Canadian H5P Edition Copyright © 2021 by Tara Horkoff is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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8.3 Drafting

Learning objectives.

• Identify drafting strategies that improve writing.
• Use drafting strategies to prepare the first draft of an essay.

Drafting is the stage of the writing process in which you develop a complete first version of a piece of writing.

Even professional writers admit that an empty page scares them because they feel they need to come up with something fresh and original every time they open a blank document on their computers. Because you have completed the first two steps in the writing process, you have already recovered from empty page syndrome. You have hours of prewriting and planning already done. You know what will go on that blank page: what you wrote in your outline.

Getting Started: Strategies For Drafting

Your objective for this portion of Chapter 8 “The Writing Process: How Do I Begin?” is to draft the body paragraphs of a standard five-paragraph essay. A five-paragraph essay contains an introduction, three body paragraphs, and a conclusion. If you are more comfortable starting on paper than on the computer, you can start on paper and then type it before you revise. You can also use a voice recorder to get yourself started, dictating a paragraph or two to get you thinking. In this lesson, Mariah does all her work on the computer, but you may use pen and paper or the computer to write a rough draft.

Making the Writing Process Work for You

What makes the writing process so beneficial to writers is that it encourages alternatives to standard practices while motivating you to develop your best ideas. For instance, the following approaches, done alone or in combination with others, may improve your writing and help you move forward in the writing process:

• Begin writing with the part you know the most about. You can start with the third paragraph in your outline if ideas come easily to mind. You can start with the second paragraph or the first paragraph, too. Although paragraphs may vary in length, keep in mind that short paragraphs may contain insufficient support. Readers may also think the writing is abrupt. Long paragraphs may be wordy and may lose your reader’s interest. As a guideline, try to write paragraphs longer than one sentence but shorter than the length of an entire double-spaced page.
• Write one paragraph at a time and then stop. As long as you complete the assignment on time, you may choose how many paragraphs you complete in one sitting. Pace yourself. On the other hand, try not to procrastinate. Writers should always meet their deadlines.
• Take short breaks to refresh your mind. This tip might be most useful if you are writing a multipage report or essay. Still, if you are antsy or cannot concentrate, take a break to let your mind rest. But do not let breaks extend too long. If you spend too much time away from your essay, you may have trouble starting again. You may forget key points or lose momentum. Try setting an alarm to limit your break, and when the time is up, return to your desk to write.
• Be reasonable with your goals. If you decide to take ten-minute breaks, try to stick to that goal. If you told yourself that you need more facts, then commit to finding them. Holding yourself to your own goals will create successful writing assignments.
• Keep your audience and purpose in mind as you write. These aspects of writing are just as important when you are writing a single paragraph for your essay as when you are considering the direction of the entire essay.

Of all of these considerations, keeping your purpose and your audience at the front of your mind is the most important key to writing success. If your purpose is to persuade, for example, you will present your facts and details in the most logical and convincing way you can.

Your purpose will guide your mind as you compose your sentences. Your audience will guide word choice. Are you writing for experts, for a general audience, for other college students, or for people who know very little about your topic? Keep asking yourself what your readers, with their background and experience, need to be told in order to understand your ideas. How can you best express your ideas so they are totally clear and your communication is effective?

You may want to identify your purpose and audience on an index card that you clip to your paper (or keep next to your computer). On that card, you may want to write notes to yourself—perhaps about what that audience might not know or what it needs to know—so that you will be sure to address those issues when you write. It may be a good idea to also state exactly what you want to explain to that audience, or to inform them of, or to persuade them about.

Writing at Work

Many of the documents you produce at work target a particular audience for a particular purpose. You may find that it is highly advantageous to know as much as you can about your target audience and to prepare your message to reach that audience, even if the audience is a coworker or your boss. Menu language is a common example. Descriptions like “organic romaine” and “free-range chicken” are intended to appeal to a certain type of customer though perhaps not to the same customer who craves a thick steak. Similarly, mail-order companies research the demographics of the people who buy their merchandise. Successful vendors customize product descriptions in catalogs to appeal to their buyers’ tastes. For example, the product descriptions in a skateboarder catalog will differ from the descriptions in a clothing catalog for mature adults.

Using the topic for the essay that you outlined in Section 8.2 “Outlining” , describe your purpose and your audience as specifically as you can. Use your own sheet of paper to record your responses. Then keep these responses near you during future stages of the writing process.

My purpose: ____________________________________________

____________________________________________

My audience: ____________________________________________

Setting Goals for Your First Draft

A draft is a complete version of a piece of writing, but it is not the final version. The step in the writing process after drafting, as you may remember, is revising. During revising, you will have the opportunity to make changes to your first draft before you put the finishing touches on it during the editing and proofreading stage. A first draft gives you a working version that you can later improve.

Workplace writing in certain environments is done by teams of writers who collaborate on the planning, writing, and revising of documents, such as long reports, technical manuals, and the results of scientific research. Collaborators do not need to be in the same room, the same building, or even the same city. Many collaborations are conducted over the Internet.

In a perfect collaboration, each contributor has the right to add, edit, and delete text. Strong communication skills, in addition to strong writing skills, are important in this kind of writing situation because disagreements over style, content, process, emphasis, and other issues may arise.

The collaborative software, or document management systems, that groups use to work on common projects is sometimes called groupware or workgroup support systems.

The reviewing tool on some word-processing programs also gives you access to a collaborative tool that many smaller workgroups use when they exchange documents. You can also use it to leave comments to yourself.

If you invest some time now to investigate how the reviewing tool in your word processor works, you will be able to use it with confidence during the revision stage of the writing process. Then, when you start to revise, set your reviewing tool to track any changes you make, so you will be able to tinker with text and commit only those final changes you want to keep.

Discovering the Basic Elements of a First Draft

If you have been using the information in this chapter step by step to help you develop an assignment, you already have both a formal topic outline and a formal sentence outline to direct your writing. Knowing what a first draft looks like will help you make the creative leap from the outline to the first draft. A first draft should include the following elements:

• An introduction that piques the audience’s interest, tells what the essay is about, and motivates readers to keep reading.
• A thesis statement that presents the main point, or controlling idea, of the entire piece of writing.
• A topic sentence in each paragraph that states the main idea of the paragraph and implies how that main idea connects to the thesis statement.
• Supporting sentences in each paragraph that develop or explain the topic sentence. These can be specific facts, examples, anecdotes, or other details that elaborate on the topic sentence.
• A conclusion that reinforces the thesis statement and leaves the audience with a feeling of completion.

These elements follow the standard five-paragraph essay format, which you probably first encountered in high school. This basic format is valid for most essays you will write in college, even much longer ones. For now, however, Mariah focuses on writing the three body paragraphs from her outline. Chapter 9 “Writing Essays: From Start to Finish” covers writing introductions and conclusions, and you will read Mariah’s introduction and conclusion in Chapter 9 “Writing Essays: From Start to Finish” .

The Role of Topic Sentences

Topic sentences make the structure of a text and the writer’s basic arguments easy to locate and comprehend. In college writing, using a topic sentence in each paragraph of the essay is the standard rule. However, the topic sentence does not always have to be the first sentence in your paragraph even if it the first item in your formal outline.

When you begin to draft your paragraphs, you should follow your outline fairly closely. After all, you spent valuable time developing those ideas. However, as you begin to express your ideas in complete sentences, it might strike you that the topic sentence might work better at the end of the paragraph or in the middle. Try it. Writing a draft, by its nature, is a good time for experimentation.

The topic sentence can be the first, middle, or final sentence in a paragraph. The assignment’s audience and purpose will often determine where a topic sentence belongs. When the purpose of the assignment is to persuade, for example, the topic sentence should be the first sentence in a paragraph. In a persuasive essay, the writer’s point of view should be clearly expressed at the beginning of each paragraph.

Choosing where to position the topic sentence depends not only on your audience and purpose but also on the essay’s arrangement, or order. When you organize information according to order of importance, the topic sentence may be the final sentence in a paragraph. All the supporting sentences build up to the topic sentence. Chronological order may also position the topic sentence as the final sentence because the controlling idea of the paragraph may make the most sense at the end of a sequence.

When you organize information according to spatial order, a topic sentence may appear as the middle sentence in a paragraph. An essay arranged by spatial order often contains paragraphs that begin with descriptions. A reader may first need a visual in his or her mind before understanding the development of the paragraph. When the topic sentence is in the middle, it unites the details that come before it with the ones that come after it.

As you read critically throughout the writing process, keep topic sentences in mind. You may discover topic sentences that are not always located at the beginning of a paragraph. For example, fiction writers customarily use topic ideas, either expressed or implied, to move readers through their texts. In nonfiction writing, such as popular magazines, topic sentences are often used when the author thinks it is appropriate (based on the audience and the purpose, of course). A single topic sentence might even control the development of a number of paragraphs. For more information on topic sentences, please see Chapter 6 “Writing Paragraphs: Separating Ideas and Shaping Content” .

Developing topic sentences and thinking about their placement in a paragraph will prepare you to write the rest of the paragraph.

The paragraph is the main structural component of an essay as well as other forms of writing. Each paragraph of an essay adds another related main idea to support the writer’s thesis, or controlling idea. Each related main idea is supported and developed with facts, examples, and other details that explain it. By exploring and refining one main idea at a time, writers build a strong case for their thesis.

Paragraph Length

How long should a paragraph be?

One answer to this important question may be “long enough”—long enough for you to address your points and explain your main idea. To grab attention or to present succinct supporting ideas, a paragraph can be fairly short and consist of two to three sentences. A paragraph in a complex essay about some abstract point in philosophy or archaeology can be three-quarters of a page or more in length. As long as the writer maintains close focus on the topic and does not ramble, a long paragraph is acceptable in college-level writing. In general, try to keep the paragraphs longer than one sentence but shorter than one full page of double-spaced text.

Journalistic style often calls for brief two- or three-sentence paragraphs because of how people read the news, both online and in print. Blogs and other online information sources often adopt this paragraphing style, too. Readers often skim the first paragraphs of a great many articles before settling on the handful of stories they want to read in detail.

You may find that a particular paragraph you write may be longer than one that will hold your audience’s interest. In such cases, you should divide the paragraph into two or more shorter paragraphs, adding a topic statement or some kind of transitional word or phrase at the start of the new paragraph. Transition words or phrases show the connection between the two ideas.

In all cases, however, be guided by what you instructor wants and expects to find in your draft. Many instructors will expect you to develop a mature college-level style as you progress through the semester’s assignments.

To build your sense of appropriate paragraph length, use the Internet to find examples of the following items. Copy them into a file, identify your sources, and present them to your instructor with your annotations, or notes.

• A news article written in short paragraphs. Take notes on, or annotate, your selection with your observations about the effect of combining paragraphs that develop the same topic idea. Explain how effective those paragraphs would be.
• A long paragraph from a scholarly work that you identify through an academic search engine. Annotate it with your observations about the author’s paragraphing style.

Starting Your First Draft

Now we are finally ready to look over Mariah’s shoulder as she begins to write her essay about digital technology and the confusing choices that consumers face. As she does, you should have in front of you your outline, with its thesis statement and topic sentences, and the notes you wrote earlier in this lesson on your purpose and audience. Reviewing these will put both you and Mariah in the proper mind-set to start.

The following is Mariah’s thesis statement.

Here are the notes that Mariah wrote to herself to characterize her purpose and audience.

Mariah chose to begin by writing a quick introduction based on her thesis statement. She knew that she would want to improve her introduction significantly when she revised. Right now, she just wanted to give herself a starting point. You will read her introduction again in Section 8.4 “Revising and Editing” when she revises it.

Remember Mariah’s other options. She could have started directly with any of the body paragraphs.

You will learn more about writing attention-getting introductions and effective conclusions in Chapter 9 “Writing Essays: From Start to Finish” .

With her thesis statement and her purpose and audience notes in front of her, Mariah then looked at her sentence outline. She chose to use that outline because it includes the topic sentences. The following is the portion of her outline for the first body paragraph. The roman numeral II identifies the topic sentence for the paragraph, capital letters indicate supporting details, and arabic numerals label subpoints.

Mariah then began to expand the ideas in her outline into a paragraph. Notice how the outline helped her guarantee that all her sentences in the body of the paragraph develop the topic sentence.

If you write your first draft on the computer, consider creating a new file folder for each course with a set of subfolders inside the course folders for each assignment you are given. Label the folders clearly with the course names, and label each assignment folder and word processing document with a title that you will easily recognize. The assignment name is a good choice for the document. Then use that subfolder to store all the drafts you create. When you start each new draft, do not just write over the last one. Instead, save the draft with a new tag after the title—draft 1, draft 2, and so on—so that you will have a complete history of drafts in case your instructor wishes you to submit them.

In your documents, observe any formatting requirements—for margins, headers, placement of page numbers, and other layout matters—that your instructor requires.

Study how Mariah made the transition from her sentence outline to her first draft. First, copy her outline onto your own sheet of paper. Leave a few spaces between each part of the outline. Then copy sentences from Mariah’s paragraph to align each sentence with its corresponding entry in her outline.

Continuing the First Draft

Mariah continued writing her essay, moving to the second and third body paragraphs. She had supporting details but no numbered subpoints in her outline, so she had to consult her prewriting notes for specific information to include.

If you decide to take a break between finishing your first body paragraph and starting the next one, do not start writing immediately when you return to your work. Put yourself back in context and in the mood by rereading what you have already written. This is what Mariah did. If she had stopped writing in the middle of writing the paragraph, she could have jotted down some quick notes to herself about what she would write next.

Preceding each body paragraph that Mariah wrote is the appropriate section of her sentence outline. Notice how she expanded roman numeral III from her outline into a first draft of the second body paragraph. As you read, ask yourself how closely she stayed on purpose and how well she paid attention to the needs of her audience.

Mariah then began her third and final body paragraph using roman numeral IV from her outline.

Reread body paragraphs two and three of the essay that Mariah is writing. Then answer the questions on your own sheet of paper.

• In body paragraph two, Mariah decided to develop her paragraph as a nonfiction narrative. Do you agree with her decision? Explain. How else could she have chosen to develop the paragraph? Why is that better?
• Compare the writing styles of paragraphs two and three. What evidence do you have that Mariah was getting tired or running out of steam? What advice would you give her? Why?
• Choose one of these two body paragraphs. Write a version of your own that you think better fits Mariah’s audience and purpose.

Writing a Title

A writer’s best choice for a title is one that alludes to the main point of the entire essay. Like the headline in a newspaper or the big, bold title in a magazine, an essay’s title gives the audience a first peek at the content. If readers like the title, they are likely to keep reading.

Following her outline carefully, Mariah crafted each paragraph of her essay. Moving step by step in the writing process, Mariah finished the draft and even included a brief concluding paragraph (you will read her conclusion in Chapter 9 “Writing Essays: From Start to Finish” ). She then decided, as the final touch for her writing session, to add an engaging title.

Writing Your Own First Draft

Now you may begin your own first draft, if you have not already done so. Follow the suggestions and the guidelines presented in this section.

Key Takeaways

• Make the writing process work for you. Use any and all of the strategies that help you move forward in the writing process.
• Always be aware of your purpose for writing and the needs of your audience. Cater to those needs in every sensible way.
• Remember to include all the key structural parts of an essay: a thesis statement that is part of your introductory paragraph, three or more body paragraphs as described in your outline, and a concluding paragraph. Then add an engaging title to draw in readers.
• Write paragraphs of an appropriate length for your writing assignment. Paragraphs in college-level writing can be a page long, as long as they cover the main topics in your outline.
• Use your topic outline or your sentence outline to guide the development of your paragraphs and the elaboration of your ideas. Each main idea, indicated by a roman numeral in your outline, becomes the topic of a new paragraph. Develop it with the supporting details and the subpoints of those details that you included in your outline.
• Generally speaking, write your introduction and conclusion last, after you have fleshed out the body paragraphs.

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23 Ways to Improve Your Draft

• Consider your options: How much leeway do you have in terms of tone, organization, and style? Maybe your first draft sounds like you are talking to your best friend, but it needs to be more academic. Maybe you’ve stuck to the five-paragraph format, but there is room for you to expand. Remember: keep your purpose and audience in mind at all times when considering what kind of choices should be made!
• Revisit the prompt: Whether you have a physical assignment prompt from your professor or you have committed to a project, check to make sure you are meeting all of the requirements and fully fulfilling the purpose. For example, maybe you forgot to address a counterargument, which may be crucial for your audience to understand your point. Did the prompt ask you to evaluate a book, but you simply discussed the content instead?
• Check your thesis: For most academic writing, there should be a single sentence (or two) that directly states an argument that someone in your audience could reasonably disagree with. Many readers expect this to fall at the end of the first paragraph (or second, in longer essays). Does your thesis at least touch on every argument that arises in your essay? It must be broad enough so everything in your essay falls under its jurisdiction, but it must also be specific enough to give the reader a clear idea of your argument.
• Make connections: Often, it is easy to not realize what you are truly arguing until you reach your conclusion. Re-check your introduction and thesis against your conclusion to make sure they are lining up. While you want to reiterate your argument in the conclusion, it needs to be stated most clearly in the introduction. (Don't forget to check the rest of the essay: all paragraphs should reflect this new main idea!)
• Write a bold beginning: Your title should be an accurate reflection of your paper’s subject matter, but it should also be interesting enough to grab your reader’s attention - to "hook" the reader. Your first few sentences can start by broadly introducing the issue or subject matter that will be discussed in the essay. Questions, statistics, and illustrative stories can also be intriguing ways to start an essay, but they can be distracting if relied upon too heavily or if they are not effectively connected to the argument.
• Focus on individual paragraphs: Each paragraph should be arguing one aspect of your larger argument. They all need (in order): a topic sentence that transitions from the previous paragraph and introduces the argument for the new paragraph, evidence (either from outside sources or general facts), analysis of the evidence (which includes explaining, describing the significance of, and making connections), and a strong connection to your thesis. The paragraph can, more or less, end by summing up your argument in that paragraph.
• Add transitions: At the beginning of paragraphs and between ideas within the paragraph, transition words can help the reader keep track of how your arguments are related to one another. For example, if two ideas are alike, you may use transition words like moreover, in addition, or also. If two ideas are not alike, you may use words like however, in contrast, meanwhile, or on the other hand.
• Rely on key words and phrases: You will feel like you are being redundant, but repeating key words and phrases from your thesis and topic sentences throughout your paper will keep your audience anchored in the main idea. Remember: every idea has to be related back to your thesis.
• Favor analysis over summary: You will most likely need to summarize the context of an issue, an opinion, or another piece of writing in your essay. However, your analysis should almost always be longer than your summary. Summarize the main ideas in a few short sentences, and then spend more time explaining, evaluating, refuting/agreeing, and connecting the ideas to your larger argument in your own words.
• Be specific: Words like things, very, stuff, and interesting are vague. Search for words or sentences in your essay that could be replaced with more specific words. You also may want to add more specific details to strengthen your argument. For example, “Barbies are bad for people” might be revised to “Barbies are harmful to young girls’ self-image because they set unrealistic expectations for weight and size.”
• Expand from the inside: If your essay isn't long enough, ask yourself, "What else can I show the readers?" Get more facts, give an additional description, add another angle to the argument, make up another hypothetical example, define your terms, explain the background of the issue, describe exactly what you want your readers to see and why.
• Get a second opinion: Another set of eyes is crucial to the success of your essay. Many times, you can become too close to your work to see the fallacies, inconsistencies, or lack of clarity. Snag a relative, a roommate, or a Writing Center tutor to read over your essay. Ask them to mark places that are unclear or difficult to follow. Set your ego aside and really consider ways to improve based on their feedback.
• Go out in style: Your conclusion should not only re-hash your main argument and main points, but it should leave the reader with a provocative thought. You might accomplish this by connecting your issue to the larger world (why does this matter?) or suggesting new questions that naturally arise as a consequence of your argument (what now?). You can push your conclusion a bit: what is the real "truth" about this topic?
• Sandwich your quotations: For every quotation, make sure you indicate who is speaking (“According to...”) and then explain how that quotation fits into your argument through analysis. Watch out for dry quotes, which are quotes dropped into paragraphs without any introduction or adequate explanation.
• Cut it down: Pare any quotations to the minimum effective length (to avoid interrupting the flow of your own language too much)—sometimes you can smoothly paraphrase the idea just as clearly as the author can.
• Know whose idea you are using: Quotes and statistics are more obviously someone else’s ideas that need to be cited properly, but remember that paraphrases and summaries are also someone else’s ideas that need to be cited – even if you put them in your own words. These ideas need to be credited to the right people through in-text citations and a Works Cited page.
• Catch fragments and run-ons: Any sentence that begins with Which, Although, As, Being that, After, Since, Because, or For example has a higher-than-average risk of being a sentence fragment. Is the opening phrase then connected to a complete sentence? In addition, any sentence that goes on for several lines or has multiple commas has a higher-than average risk of being a run-on sentence. Break them up with periods, semi-colons, or the correct connectors. Likewise, double-check any paragraph that goes on for over a page—can you find a good way to sort it into two paragraphs? Remember: each paragraph should represent a single idea/argument.
• Be yourself: Some essays need to be more formal or require more academic jargon, but you can be most clear when you are simply using your own words. Remember: being specific is often a better substitute to “sounding smart.”
• Vary your sentences: Use long sentences to show connections and shorter ones for emphasis; write some starting subject-verb and some with introductory phrases.
• Put your verbs into motion: Search for your to be verbs, such as is, are, were, and was. Can you rewrite some of these sentences to show motion, surprise, activity, thought, or progress? Pick the activated verb over the to be verb when you can.
• Know your grammatical pitfalls: How long can it take to look for all the its/it's or there/theirs—or whatever error you know you're susceptible to—in your essay, checking each one to be sure that you've got it right? Don't trust the spelling or grammar checker to catch all errors.
• Read backwards: If typos or other errors are a weak spot for you, read your essay backwards, a sentence at a time, last sentence to first sentence. You can also read every other line. Reading the  sentences out of context like this will prevent you from filling in the gaps or reading what you mean instead of what you actually wrote.
• Listen to yourself: Read your essay out loud, slowly, dramatically, and with feeling. Really listen to it. If it sounds wrong or awkward, it probably is wrong or awkward—you can catch a lot of rough spots this way. And if your tongue trips over a sentence or phrase, it's likely your reader's thoughts will trip over it, too. Smooth it out.

Adapted from Dr. Shelley Reid, Director of Composition, English Department, George Mason University Last updated 6/28/2016

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How to Write a Great Essay Draft In College

Table of content.

• 01. What Makes Essay Drafts Important
• 02. Four Key Steps WhenWriting the First Draft
• 03. Do This When Wondering How to Write a Draft Essay
• 04. Mistakes to Avoid
• 05. Summary of All Crucial Points
• 06. Make a Good Draft and Reap Its Benefits

Students grimace at the thought of essay draft whenever they are asked to write one. Sure, some understand its necessity, but most others just wave it off, thinking that drafts are an unnecessary complication professors made up to make their lives more difficult. Who is right and who is wrong here? Let’s find out by establishing what a draft is. It’s a rough version of the final paper where a writer expresses an outline of their ideas, presenting their skeleton and putting some meat on it. 

But just knowing draft essay definition isn’t enough, you also have to fully realize its relevance and ways in which it should be created. Drafts are vital components of academic writing process: they could help students understand how their introduction, body, and conclusion are going to look like before their paper is fully written. They give you chances to catch mistakes and discrepancies before they go too far as with their help, you can correct everything on time. Let us expand on this thought and explain how an effective draft should be created.

What Makes Essay Drafts Important

Students are right to assume that writing a draft takes time. But what they usually dismiss is the fact that after this document is ready, they can submit it for preliminary assessment. Professor will take a look at it, underlining its strong and weak points, and if everything is more or less fine, you’ll get to keep the draft and transform it into the final essay. This way, the time you spent on it won’t disappear into nowhere — your final version will be at least half-done. 

Look at any example of a draft essay — sometimes they resemble a finished work because you can already understand writer’s point, their evidence, the  structure of an essay  and conclusion. You’ll be expanding a draft to make it into an essay, not writing it from scratch. In addition, even if professor tells you that whole thing needs to be redone because you focused on the wrong theme, it’s better to know about it in advance instead of writing an even longer essay and getting a failing grade for it. Look at this file like you would at the sample of final work. This is your opportunity to learn whether you’re moving in the right direction and take actions in case you took a wrong turn.

Four Key Steps WhenWriting the First Draft

What is a first draft? It’s initial try at building a picture of a future essay. Later, it might be sent back to you for revision or expansion, so you could write a second and third draft. If you want to prevent this situation from happening, it’s preferable to do a great job from the first try. These are the steps you should take.

1. Develop an outline

After deciding on what topic you should write about, start planning the points you’ll be exploring. Determine which bits should be mentioned in the body — it is the most important thing. For example, if you’re working on the theme of English postmodernism, indicate which factors represent it. Place one per each paragraph and add a few more details to them. After this skeleton is ready and you can move on toward the next step.  

2. Make a thesis

Thesis is a key statement of students’ paper that plays an equally relevant role in your first draft essay, so be sure to devise it early on. Decide, what is the central argument? What do you plan to prove? Your reader should be able to understand your goal simply by reading  thesis statement , so make this bit count and base your work on it.  

3. Find good sources

You might have to include more sources when working on the final paper, but deciding on key ones is important at this stage. Choose two or three articles or books. Remember that they should be credible and created within the last 5 years. Dedicate each source to a paragraph, determining main ideas you’ll be supporting with their help.

4. Write at least 3-5 sentences about each key point

Everything is prepared, so it is time for actual writing. Focus only on key elements  —  other details should be added in later versions. Craft a short introduction with thesis. Explore every body point from an outline in 3 or 5 sentences; be brief, concise, and don’t deviate from the course you’ve set. Mention sources in support, even if you don’t provide full evidence yet. Conclude essay by adding some more sentences in the final part. Remember about limits: go for expressing all relevant factors, not for expanding your rough file just to increase the word count.

Useful information: Use our  free conclusion generator  is only a few clicks away.

Do This When Wondering How to Write a Draft Essay

In every assignment, there are some considerations that a student should take into consideration. With drafts, at least three could be distinguished. First, remember your goal. Since drafting entails giving shape to different ideas, this process has an unstable structure. Some new ideas might occur; other ideas could disappear. This is a natural occurrence and you shouldn’t be worried about it. Just keep your judgment sound: sometimes new direction could help you reach your goal more effectively, but other times, it only distracts. Keep visualizing it and you’ll be fine.

The second point worth remembering when drafting an essay is taking a break from writing. Walk somewhere, read something else, and then evaluate your draft. This could reveal some missteps that require correcting. The third consideration is your notes. It isn’t obligatory to make them, but at the same time, they could serve as guidelines showing what you intend to work on after draft is returned to you. They are a useful bridge between a draft and a final essay.   

Mistakes to Avoid

Looking through a draft essay example is a great idea for seeing what mistakes people make. If you know it, you can learn in advance what to avoid and how to smoothen rough angles of your work. Here are three most frequent errors everyone should be wary of.

• Too many details . Common mistake many students make lies in treating a draft like a final essay. They try filling it with all details at once, expressing their opinions fully and not leaving anything out. As a result, they end up with work that equals or exceeds the size of real essay.
• No  structure . Other students, on the contrary, feel too lazy to bother with this task. What is a draft essay for them? This is an unpleasant necessity. That’s why they create a paragraph or two, jumping between points chaotically and hoping that it would be enough. Work performed in such manner is largely useless, and it won’t help with an essay in the slightest. 
• Too much editing.  Sure, doing some light editing and  is always good since it allows making sure that your sentences are coherent, but when drafting, it is vital not to overdo it. Some students get too focused on eliminating all technical mistakes, to the point where they forget about everything else. Drafts are training exercise for students, not some final version that must be polished perfectly. Content is far more important.   

Summary of All Crucial Points

Are you still wondering how to draft an essay? We decided on summarizing the points we mentioned and develop our list with best and worst things students could do in the process of their work. Keep them in mind and you’ll stand higher chances of succeeding.

• Preliminary research.  Conduct thorough research right away. Selecting sources,  making an outline , and figuring out potential scope of future work are vital processes that you should take care of as soon as possible. It’ll come in handy both in a sample version and in an essay itself.
• Present key essay points in your document.  Through thesis and brainstorming, determine major points of an essay. Describe them in a draft, giving each of them a few sentences. In most cases, their number doesn’t exceed 5, but it depends on an overall size of your planned work.  
• Leave space for additions.  Remember that professor expects you to flesh out your ideas in a real paper, so present only raw facts in your draft. There should be space for expanding them at some later stage. You’ll use more evidence, ideas, and arguments there — be sure your word count covers it all.

Don’t:

• Make document too long.  Ideally, draft essay should present about 50-60% of its final version. Students are going to have enough time for expanding paragraphs and fill them with secondary details, so avoid doing it all in one go. Be specific, don’t be detailed.  
• Treat it as a  final  paper.  Don’t think that your draft is the same thing as a complete essay. That’s not true and it could only confuse you further. These rough essays are exercises, you’re only shaping real paper in them. Time for doing more is going to come afterward.   
• Think it is unimportant.  Drafts have an absolute importance, and students shouldn’t forget about this fact. By relying on them, you could see how your final essay would look like if you continued pursuing this course. What you invest into it will pay off, so work hard and follow recommendations provided by your teacher.

Make a Good Draft and Reap Its Benefits

Now that you know draft paper definition and the relevance it carries, you shouldn’t have problems with understanding why creating it is so essential. Consider this to be your training ground. Explore ideas, build links between them, think about sources that should be used in their support, and work on making solid conclusion. When everything is done, send final work for your professor’s assessment. They are going to review and express their opinion on your efforts, both strengths and weaknesses included. In turn, you’ll gain an opportunity to  correct the essay  and elaborate on the strong sides of your text.  

Find some great essay draft example in the Internet if you aren’t sure how to write your own. Start brainstorming right after that, noting down different  essay ideas . Work on each part, from introduction to body and conclusion, exploring an outline of the main essay points. Introduce academic sources in every body paragraph, and that’s it! Your draft will inspire your final paper, serving as its strong foundation. 

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final draft

Definition of final draft

Examples of final draft in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'final draft.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Dictionary Entries Near final draft

final curtain

final drive

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“Final draft.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/final%20draft. Accessed 29 May. 2024.

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How to Write the First Draft

Part 4: How to Write the First Draft

Introduction

By this stage, you will have a final essay plan and a research document that presents your findings from the research stage in an organised and easy-to-use way. Together, these documents provide a clear map and all the information you need to write a well-structured essay , in a fraction of the time it would otherwise take. 

This timesaving comes from the fact that you have already made all the big decisions about your essay during the research phase: 

• You have a clear idea of your answer to the essay question.
• You know the main topics you will discuss to support your answer.
• You know the best order in which to discuss these topics. 
• You know how many words should be spent on these topics, based on their importance to supporting your answer.
• You know what points you will make under each topic and will discuss each of these in a new paragraph. 
• You know exactly what information each paragraph of your essay should contain. 

You have already compiled your list of references or bibliography, and have easy access to all the details you need to correctly cite and reference your work. 

Formal academic language

Before starting to write your essay, you must understand that using formal academic language is essential when writing at university. Formal academic language is clear and concise. You should never use 20 words when 10 will do; and your writing should leave no room for misunderstanding or confusion.

First person should almost always be avoided when writing an essay; however, it is recommended that you check with your tutor or lecturer about their attitude towards the first person and when it should be used, if ever. Conversely, contractions (e.g. shouldn’t, could’ve, he’s and hasn’t) are always inappropriate in academic writing. The only time you should see a contraction in academic text is in a direct quotation, usually taken from informal or spoken text. 

Care should be taken to craft grammatically correct sentences, with no errors of spelling or punctuation. Colloquialisms and idiomatic language should be avoided. (These are characteristics of informal or spoken language.) It is also important to avoid racist, sexist and gender-specific language in your writing. Instead, use inclusive and gender-neutral vocabulary. For more information, please see our blog article ‘ Simplicity in Academic Writing ’.

Introductions

As you already have a clear idea of what your essay will include, you can write your introduction first. Of course, you should always come back to your introduction at the end of writing your essay to make sure that it definitely introduces all the topics you discussed. (You should not discuss any topics in the body of your essay that you have not mentioned in the introduction.) 

Some other points to remember when writing your introduction are that you need to clearly state your answer to the essay question (your thesis statement), not just introduce the question. Also, your introduction should include no information that is not directly relevant to your topic. Including irrelevant background information in the introduction is a common mistake made by novice academic writers. 

See the following example of a poor introduction. Then, compare it with the example of a good introduction below that. These example introductions are for the same 1,000-word essay used for the examples given in earlier stages of this guide, ‘How to Begin’ and ‘How to Organise Your Research’.

This is an example of a poor introduction: In 1492, Columbus set sail from Spain on a quest to find a new trade route to Asia. Despite the fact that he believed he had landed in the East Indies, Columbus had found another continent entirely. This essay will examine the issue of whether or not indigenous culture was completely decimated in the Americas as a result of Spain’s colonisation in the 16th century. It will look at the areas of family, religion and language.

This is an example of a good introduction:  Beginning in the sixteenth century, Spanish colonisation of the Americas had a significantly negative effect on the cultural practices of the indigenous population. In particular, the introduction of new diseases and the consequent demographic collapse dramatically weakened indigenous culture and their ability to resist Spanish domination. However, aspects of the culture of some indigenous groups survived and even thrived—it was not completely decimated. Through an examination of the evidence related to religion, family and language, including the effects of colonisation on these areas of society, this essay will demonstrate aspects of indigenous beliefs, customs and practices that managed to endure.

In the example of a poor introduction, background information is included that is not directly relevant to the topic. Also, it does not answer the question, it only introduces it. Finally, it does not introduce all the topics to be discussed (as outlined in the final essay plan), and for those it does introduce, it does not mention them in the order they will be discussed in the essay (as outlined in the final essay plan). 

By contrast, the good introduction provides a clear thesis statement; introduces, in order, all the topics to be discussed; and only includes information that is directly relevant to the essay question. 

Topic sentences

As explained in ‘How to Begin’, every paragraph needs a topic sentence. The topic sentence introduces the new topic about to be discussed. It also links the topic back to the essay question, to make it clear why it is relevant and how it advances your argument. 

The following are examples of topic sentences for Topic 1 ‘Disease and demographic impact’, Topic 2 ‘Religion’ and Topic 4 ‘Language’, as outlined in the final essay plan in ‘How to Finalise Your Essay Plan’. Notice how they link back to the thesis statement: ‘Spain’s colonisation had a significantly negative effect on the indigenous population of the Americas but some aspects of the culture of some indigenous groups survived and even thrived—it was not completely decimated’.

Topic 1: One of the most obvious negative effects of colonisation was the introduction of diseases that caused rapid demographic collapse among the indigenous population. Topic 2: Missionaries arrived to preach Catholicism to the Native Americans, but they allowed the Native Americans to keep parts of their culture and religion that did not clash with Catholic value and traditions.   Topic 4: The Spanish did not force their language on the Native Americans, but there were nonetheless cases of indigenous languages fading out of use and being replaced with Spanish.

A common misconception is that your paragraphs need a concluding sentence for each topic. This is not true, and in fact results in unnecessary repetition, especially in a short essay. 

If you have carefully followed the steps outlined in the articles on organising your research and finalising your essay plan, your final essay plan should clearly indicate what information will go in each paragraph of your essay. Each paragraph should contain only one main idea. Care should also be taken to only spend as many words as planned on each paragraph. If you decided in your research and planning stages that 150 words were enough to discuss a certain topic, then stick as closely to that plan as possible. Likewise, unless you have a very good reason for doing otherwise, follow your planned order of paragraphs, as that order should reflect the most logical arrangement and help your essay to flow well.

When writing your paragraphs, you want to choose the best supporting evidence and examples from your research to use. You must also ensure that you are inserting the necessary in-text citations and compiling your final reference list as you are writing, rather than leaving this until the end. This should be easy to do, as all these details are readily available in your research document (see ‘How to Organise Your Research’). 

Conclusions

As explained in ‘How to Begin’, a conclusion should restate the thesis statement and summarise the points that were made in the body of the essay in the order in which they were made. The conclusion offers an important opportunity to synthesise the points you have made to support your argument and to reinforce how these points prove that your argument is correct. In many ways, the conclusion is a reflection of the introduction, but it is important that it is not an exact repeat of it. A key point of difference is that you have already provided ample evidence and support for your answer to the essay question, so the purpose of your conclusion is not to introduce what you will say, but rather to reiterate what you have said. Further, your conclusion absolutely must not contain any new material not already discussed in detail in the body of your text.  

Referencing

It is important that you acknowledge your sources of information in your academic writing. This allows you to clearly show how the ideas of others have influenced your own work. You should provide a citation (and matching reference) in your essay every time you use words, ideas or information from other sources. In this way, you can avoid accidental plagiarism. 

Referencing also serves other purposes. It allows you to demonstrate the depth and breadth of your research, to show that you have read and engaged with the ideas of experts in your field. It also allows you to give credit to the writers from whom you have borrowed words or ideas. For your reader, referencing allows them to trace the sources of information you have used, to verify the validity of your work. Your referencing must be accurate and provide all necessary details to allow your reader to locate the source.

Whether you have been provided referencing guidelines to follow, or have selected guidelines that you consider appropriate for your field, these must be followed closely, correctly and consistently. All work that is not 100% your own should be referenced, including page numbers where necessary (see ‘How, When and Why to Reference’). Your referencing should be checked carefully at the end of writing to ensure that everything that should have been referenced has been referenced, all in-text citations have corresponding reference list entries and the reference list or bibliography is correctly ordered.

Your document should be neatly and consistently formatted, following any guidelines provided by your tutor or lecturer. Neat formatting shows that you have taken pride in your work and that you understand the importance of following convention. 

If no guidelines have been provided to you, we recommend you use the following formatting guidelines: 

• normal page margins
• 12 pt Times New Roman or Arial font for the body (10 pt for footnotes)
• bold for headings
• 1.5 or double line spacing for the body (single spacing for footnotes)
• a line between each paragraph (or a first line indent of 1.27 cm for each paragraph).

These are the guidelines most commonly preferred by Australian and New Zealand universities. 

Learning how to write your first draft can feel overwhelming. To solidify your knowledge, you might like to watch Dr Lisa Lines' video on the topic on our YouTube channel . If you need any further assistance, you can read more about our professional editing service . Capstone Editing is always here to help.

Related Guides

Essay writing: everything you need to know and nothing you don’t—part 1: how to begin.

This guide will explain everything you need to know about how to organise, research and write an argumentative essay.

Essay Writing Part 2: How to Organise Your Research

Organising your research effectively is a crucial and often overlooked step to successful essay writing.

Essay Writing Part 3: How to Finalise Your Essay Plan

The key to successful essay writing is to finalise a detailed essay plan, carefully refined during the research stage, before beginning to write your essay.

Part 5: How to Finalise and Polish Your Essay

Before handing in any assignment, you must take the time to carefully edit and proofread it. This article explains exactly how to do so effectively.

Descriptive Essay

Descriptive essay generator.

Essays are written due to various reasons and purposes. Some of the authors want to inform, some want to expose while some want to persuade. However, in descriptive essay writing , the essayist composes for the sake of displaying a picture out of his/her describing words. It may sound easy and simple but don’t be deceived, there are still more to learn. Read through this article to get hold of significant and beneficial new knowledge.

What is Descriptive Essay? A descriptive essay is a type of writing that aims to vividly describe a person, place, object, or event. In this type of essay, the writer uses sensory details such as sight, sound, smell, taste, and touch to create a clear and vivid image in the reader’s mind. The goal of a descriptive essay is to evoke a strong emotional response or create a vivid impression of the subject being described.

Descriptive Essay Format

Introduction.

Hook: Start with a sentence that captures the reader’s attention. This could be a striking fact, a question, or a vivid description. Context: Provide some background information to set the scene. Describe the setting, the situation, or the object of the essay. Thesis Statement: End the introduction with a clear thesis statement that outlines the main aspects or the overall impression of your subject.

Body Paragraphs

Each body paragraph should focus on a specific aspect or a detail that contributes to the overall picture you are trying to paint. Use the “show, don’t tell” technique by employing vivid imagery and sensory details.

Paragraph 1: Sight

Topic Sentence: Introduce the aspect of sight. Details: Describe what you see in vivid detail. Use adjectives and adverbs to bring the scene to life. Closing Sentence: Wrap up the paragraph by summarizing the importance of the visual details.

Paragraph 2: Sound

Topic Sentence: Focus on the sounds related to your topic. Details: Describe what can be heard, whether it’s the background noise, a specific sound related to the subject, or the absence of sound. Closing Sentence: Conclude by explaining how the sounds contribute to the overall impression.

Paragraph 3: Smell

Topic Sentence: Highlight the aspect of smell. Details: Describe the aromas and scents. Whether it’s pleasant or pungent, detail how it impacts the scene or the subject. Closing Sentence: Summarize how the smell adds to the depth of your description.

Paragraph 4: Touch

Topic Sentence: Discuss the sense of touch. Details: Describe the textures and temperatures. Explain how something feels to the touch and why it’s important to your description. Closing Sentence: Link the tactile details to the overall experience.

Paragraph 5: Taste (if applicable)

Topic Sentence: Introduce the sense of taste, if relevant. Details: Describe the flavors and the experience of tasting something related to your subject. Closing Sentence: Reflect on how taste enhances the description.

Summary: Briefly restate your thesis and summarize the main points of your essay. Significance: Explain the significance of the subject and the impact it has made on you or the impression it leaves. Closing Thought: End with a final thought or reflection, leaving the reader with something to ponder.

Example of Descriptive Essay

“The Sunset at the Beach” As I walked down the sandy path towards the ocean, the first thing that struck me was the vast expanse of the sea, stretching endlessly towards the horizon. The sun was beginning to set, painting the sky in shades of orange, pink, and purple. The beauty of the sunset at the beach was a breathtaking spectacle that I had come to witness. Introduction The beach has always been a place of serenity for me, especially during the sunset. The way the sun dipped below the horizon, leaving behind a tapestry of colors, always seemed magical. On this particular evening, the scene was set for a perfect display of nature’s artistry. Body Paragraphs The Vision of the Sunset As I stepped onto the soft, warm sand, my eyes were immediately drawn to the horizon. The sun, a fiery orb, was slowly descending, casting its golden glow across the sky. The clouds, mere wisps earlier in the day, now looked like cotton candy, stained with hues of pink and lavender. The reflection of the sunset on the water added a layer of brilliance to the scene, with the light dancing on the waves as they gently lapped against the shore. The Symphony of the Waves The sound of the waves provided a soothing background melody to the visual spectacle. Each wave crashed against the shore with a rhythm that was both calming and invigorating. In the distance, seagulls called to one another, their cries adding to the orchestral performance of nature. The rustling of the palm leaves in the gentle breeze played a soft, whispering harmony, creating a symphony that only the beach at sunset could offer. The Aromatic Breeze With every breath, the salty tang of the sea air filled my lungs, a distinctive aroma that immediately relaxed my body and mind. There was a freshness to it, a reminder of the vast, untamed ocean before me. Mixed with the faint scent of sunscreen and the earthiness of wet sand, the beach’s aroma was invigorating, grounding me in the moment. The Touch of Nature As I walked along the water’s edge, the cool water washed over my feet, providing relief from the day’s residual heat. The sand, now cooler than the afternoon sun, felt soft and comforting beneath my toes. Occasionally, a stronger wave would rush further up the beach, encouraging me to dig my feet into the sand, feeling the grains shift against my skin. Conclusion The sunset at the beach was not just a visual masterpiece; it was an experience that engaged all the senses. As the sun finally disappeared, leaving behind a sky painted in dark blues and purples, I felt a sense of peace and contentment. The beach at sunset had offered me a moment of beauty, tranquility, and a deep connection with nature. It was an unforgettable scene, etched in my memory, reminding me of the simple, yet profound joys of life.

Descriptive essays generally focus more on visualizing a specific topic of interest. Considering that aspect, showing you what it looks like may be helpful as well. Thus, we cautiously gathered the best samples and templates of descriptive essays for you to rely on, here are they:

Bright Topic Ideas for Your Descriptive Essay

The list of the possible topic ideas for your descriptive essay is limitless. There are a lot of choices to choose from and sometimes, it is really difficult to pick one. If you are being indecisive regarding your topic idea, here are some smart concepts to help you select one.

Descriptive Essay Ideas About People

• Description of your favorite music genre
• Treating a popular villain as a good protagonist
• The right words that would compliment your singing idol
• Why your squad is the best?
• What qualities should your future spouse possess?
• Why your aunt is the best?

Descriptive Essay Ideas About Places

• Why Manila Bay has the best sunset?
• The perfect adjective to describe your hometown
• Details on your recent vacation destination
• Why your favorite coffee shop is worth the visit?
• What makes Paris unique?
• The best description for your workplace

Descriptive Essay Ideas About Things

• Why your wedding ring is the most luxurious?
• The description of your favorite blanket
• What makes your research paper great?
• Description of your proposed food product
• Perfume: more than just the bottle
• Why your bag is great

Descriptive Essay Examples & Templates

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Short Essay Plan Example

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Short Narrative Essay Example

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What are the 4 types of essays?

An essay is an extended piece or composition that shows and supports a thesis or proposition. Essays help the expression of an author’s ideas in various ways. Before composing your own essay, it is important to identify its purpose first, and in doing that, distinguishing its type would be a great beginning. Correspondingly, here are the four different types of essays:

Narrative Essays: to tell

Taking it into its most basic sense, narrative essays are used if the author wants to tell a story about a real-life adventure. This type of essay is expressed in a particular point-of-view. Commonly, it is the author’s viewpoint that is being followed. Moreover, in writing your own short narrative essay , apply realistic emotions and appropriate sensory details to provide your readers with the full taste of your story. By doing this, you are not simply telling them but also engaging them in the story’s sequence and elements. It is also advisable to state verbs as vivid and as precise as possible. The thesis statement of a narrative essay is commonly found in the opening sentence or the last sentence of the introductory paragraph.

Descriptive Essays: to describe

You may confuse yourself between narrative and descriptive essays ; however, differentiating both is really easy. Rather than telling a story, a descriptive essay illustrates a specific topic such as a person, place, experience, emotion, event, etc. by means of words. You don’t simply state your experience in this type of essay; on top of that, you let your reader experience the same thing through your descriptions. In writing your own short descriptive essay , it is important to remember that you are not writing to tell but to show. Using sensory and vivid words is also recommended.

Expository Essays: to uncover and clarify

From its name itself, an expository essay is used to expose something on matters that are known to others. This type of essay is a genre of composition that aims to explain, illustrate, clarify or explicate a certain subject for the readers. Thus, an expository essay could include investigation and evaluation of ideas. This could be derived through comparison and contrast, definition, giving examples, assessment of cause and effect, etc. Moreover, in composing an expository essay, the author set his/her emotions aside for this type of essay is based on mere facts. The first point-of-view is not applied in this essay as well.

Persuasive Essays: to convince

If the expository essays talk about the facts then persuasive essays talk about arguments. The main purpose of a persuasive essay is to win over the trust of the reader to accept your viewpoint, opinion or proposition as the author. In writing a persuasive essay, your opinions should be supported by relevant facts and logical and sound reasoning. Though the essayist should lay all necessary details from both sides of the argument, he/she must comprehensibly explain why one side is correct or more favorable than the other.

Despite essays being categorized into four types, it is also important to know that an essay is not limited to one type only. In some cases,  a narrative essay could also be mixed with a short descriptive essay or a short persuasive essay combined with an expository type. Nevertheless, identifying the purpose of your essay is vital before writing. However, if doing it challenges you, knowing these types is a great substitute.

What Is the Purpose of a Descriptive Essay?

Some people like to watch movies rather than to read books. This is because an actual image is easier to absorb than that on writing. This is why it’s important for a writer to pay close attention to detail. A descriptive essay conclusion should provide the reader with a mental picture of a given matter.

This is especially essential when writing pieces meant for a younger audience, as they have a more imaginative mind than the average adult. A writer must be creative when using imaginative language in order for the reader to properly comprehend what is being portrayed. To do so, the writer should also be knowledgeable about the topic. After all, you don’t want to give your readers the wrong interpretation .

How to Write a Descriptive Essay

A good descriptive essay comes from a knowledgeable and imaginative mind. Thus, in  descriptive writing , it’s important for one to be specific on details. After seeing a few samples that we have shown earlier, here is a step-by-step guideline to help you in composing a descriptive essay worth reading.

1. Choose a topic.

If there is no given topic, it would be great to select one that you are knowledgeable and familiar with. Considering that your whole descriptive essay would revolve on this specific subject, choosing a topic that you recognize would keep everything simpler for you. By doing such, you can freely decide what words are the most appropriate to use; as a result, it will be easier for you to describe your topic. Furthermore, your reader could be meticulous and educated on your subject, so being knowledgeable about your own topic is wise prevention against bad impression.

2. Construct your thesis statement.

Alright, now that you have your own topic already, it is important to know what specific message you want your reader should focus on reading your whole essay. Thus, it is important to always provide a thesis statement , the umbrella sentence of all your ideas. Write this in one concise sentence in your introduction and conclusion. Often, a thesis statement is mentioned in the last sentence of your introductory paragraph.

3. Gather the necessary information and ideas.

Though you are already proficient in your topic, it is still recommendable to research about your specific subject. With this, you are not just gaining new information but also checking the correctness of your knowledge. It would also be great to expand your vocabulary, especially in adjectives and adverbs, since writing one of these involve loads of describing. Moreover, also focus on the sensory words that correspond to sight, smell, taste, sound, and touch of the given subject.

4. Create an outline.

Obtaining all of the significant details, crafting an  essay outline  for your work will allow you to arrange your contents in a rational and chronological order. Also, being educated with different formats in writing an essay would really make a great difference in your composition.

5. Proofread.

After writing your own descriptive essay, it might feel perfect already, but most of the time, it is not. Hence, read your entire work and review if there are any errors pertaining to your grammar and spelling. Furthermore, asking for help from a well-versed friend of yours to conduct a peer-review to your work would be extremely useful.

6. Finalize your composition.

The next thing to do after the editing is to finalize your descriptive essay to its finest version. Make sure that your essay follows a specific format, consisting of the proper  parts of the essay .

Smart Tips for Writing a Descriptive Essay

The fundamentals of the descriptive writing procedures are now given to you; nevertheless, it would always be great to aim for something better. Now, here are some intelligent tips that would make your essay certainly more compelling.

Establish a connection with your writing.

The key to writing a good effective essay  is to have the passion to write it; thus, in choosing your topic it would be great to have a familiar one or a subject that truly makes you curious. Let your interest be the seed of your fruitful composition.

Spend time to think.

In writing your own descriptive essay, let your brain do its job. Do not rush, give yourself an adequate amount of time to ponder on the necessary details that you should include and what approach you should apply. Provide yourself a clear plan of your descriptive essay writing. Moreover, look at your topic from different angles. This will allow you to take a closer look at every detail of your subject.

Apply the word vomit technique.

The word vomit technique or also called as “ free writing ” is the spontaneous use of words without considering any rules. This is a good technique in making a draft of your  starting an essay . It allows your ideas to keep flowing without exerting much effort. Once this is done, you can pick out points that would go well with your essay.

Take a break before finalizing it.

Because right after writing your composition, your thought highly recognizes your word construction; thus, it does not really notice the errors and automatically treats them as correct pieces of your work. Allowing your mind to clear out for a while will make it easier for you to critic your own work. Furthermore, utilizing grammar-checking software is also a splendid move.

Text prompt

• Instructive
• Professional

Write a descriptive essay about a place you love to visit and what makes it special.

Describe in a descriptive essay your dream job and what it would be like to work there.

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Online Guide to Writing and Research

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• Online Guide to Writing

The Draft Stage

The Revision Process and the Final Draft

Feedback is diverse, which complicates the final  revision  process. Feedback can range from general, structural concerns to more detailed sentence-level concerns. It can also involve content, suggesting more content in one part of your paper and less in another. Though all feedback can be relevant and helpful, addressing it will change your paper in unexpected ways. For this reason, a final revision is important.

When you review your final paper one more time, you should be able to answer “yes” to the questions in the following checklist.

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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