How the Creative Writing Process Works

The Creative Writing Process permits the author to construct through a series of well planned out stages,
a thorough piece of writing that is both organized in its presentation and thorough in its development.
Since this is a process, we are dealing with several stages of development from the initial thoughts and
ideas to the final polished product.
The first stage of writing is usually the selection of a topic to write about. It involves the consideration of
several possible subjects of study, listed for consideration. Following a critical evaluation of the pros and
cons of each possible candidate, a selection is made and stated with a reason given for its choice.
Now that a topic has been selected, one must organize the subtopics that will be included within the piece
of writing. One of the easiest methods of visualising the proposed topics that will be developed is to draw
a web map. This graphic organizer is the blueprint for our writing as it shows the relevant paragraphs and
their supporting thoughts that will form the body of each paragraph. When the web map is completed, we
have before ourselves the basic elements of our story and the sequence in which they shall occur.
While the Web Map organized our basic elements of our writing, we still need to focus in on the
statements that will be made in our paragraph. The outline keeps our paragraphs focussed on a single
topic with carefully selected supporting statements, and sets up our topic and concluding sentences. At
this stage, we are still writing in point form only since we are merely organising our ideas. While most of
the ideas of the outline are probably well supporting of the main idea of their prospective paragraphs,
some could be better. Careful revision of a few of the ideas recorded in the outline will improve the content
and quality of your final product.
You can now write in earnest with all the zest and vigour that we posses. In preparing your First Copy,
make liberal use of adjectives, adverbs and colourful descriptions. Use a variety of simple, compound, and
compound complex sentences.
When you are done, have a parent or trusted skilled friend proof-read your work for spelling and grammar
errors. Next you can edit your work to improve the way that your sentences flow, change awkward
wording, add or remove words to make the sentences more polished.
All that is left now is to prepare the final document on a word processor. Be sure to make it double spaced
and include both title page and bibliography. Staple it together with the title page on the front, followed by
the final copy and all the other steps of the Creative Writing Process, and hand it in.
Congratulations you are done.

You do not have to be a wizard to learn to write excellent five-paragraph essays. You do
need some basic skill and practice. At this site, you will find the information you need to
learn how to write the essay as well as some writing prompts to help you develop skill. With
a little bit of effort, you will create your own written wizardry.
Because the five-paragraph essay is a chosen vehicle for measuring a student's writing
proficiency, it is essential that each master this patterned format writing to score well. As
part of that patterned process, the student needs to develop specific thinking and
organizational patterns that will aid in the timed creation of an essay that state and other

testing is demanding. To help the teacher and to aid the student to succeed in this form of
writing is the purpose of this site.
Proficiency in writing the five-paragraph essay is not only important to pass the test, it is
an essential first-tool-basic for research papers for all levels of schooling, and a simplified
mainstay basic in writing reports within the professional world. Mastering this form is a
first step to success.

Contents

Structure of the Essay

The five paragraph essay follows a defined format. The first paragraph introduces us
to the thesis of the essay and directs us to the three main supporting subtopics. The
second through fourth paragraphs are all similar in format. They individually restate
the subtopics, and are developed by giving supporting information. The fifth and last
paragraph restates the main thesis idea and reminds the reader of the three main
supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to
the topic. It is important to make this a clear and limited statement. This is where the
writer grabs the reader's attention. Because of its purpose, it is often the first sentence
of the paragraph. It is followed by three subtopics that develop the thesis. Between this
paragraph and all paragraphs of the essay, there needs to be some kind of a transition
word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all
similarly constructed. Their topic sentences are restatements, often in original form, of
the three supporting ideas presented in the first paragraph. The subtopic of each of the
body paragraphs is again supported by three or more supporting sentences. These
cement, in the reader's mind, the relevancy and relationship of each of the subtopics to
the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the
thesis and three supporting ideas in an original and powerful manner as this is the last
chance the writer has to convince the reader of the validity of the information
presented. Because the purposes of the first and fifth paragraph are so similar that
some writers construct them at the same time. They will edit them, as necessary, as they
do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a
transition word, phrase or sentence. Transitions help the reader to follow the flow of the
logic and sequencing. All of the essay types follow this basic transition format. However,
there is more latitude with the narrative essay because of its nature.

To put it more visually, the structure model has been color coded and looks like this:
Introductory Paragraph
General Topic Sentence
1. Subtopic One
2. Subtopic Two
3. Subtopic Three
Transition
First Supporting Paragraph
Restate Subtopic One
1. First Supporting Detail or Example
2. Second Supporting Detail or Example
3. Third Supporting Detail or Example
Transition
Second Supporting Paragraph
Restate Subtopic Two
1. First Supporting Detail or Example
2. Second Supporting Detail or Example
3. Third Supporting Detail or Example
Transition
Third Supporting Paragraph
Restate Subtopic Three
1. First Supporting Detail or Example
2. Second Supporting Detail or Example
3. Third Supporting Detail or Example
Transition
Closing or Summary Paragraph

Synthesis of main topic

1. Synthesis of Subtopic One
2. Synthesis of Subtopic Two
3. Synthesis of Subtopic Three
There is more to understanding the structure than these simple basics. To find out
more about the five paragraph essay, visit some of these sites:
Getting Started
Getting Started Means Getting Organized
Getting organized is a vital part of the writing process which requires critical thinking
and lots of practice. It is important to first analyze the information that you have to
understand what is being asked in the assignment. Next, you need to think about the
information that you know about the subject and decide what is relevant to the topic. Then
you must decide which information you will use and where it will be most effective. These
are the very basic steps.
The first step is to analyze the assignment and determine what is being required. If it is
written, you are lucky. You can use a highlighter to note the important words that help
define the topic and aid in setting up the organizational plan. For example, let's assume that
you have been given this writing prompt:
Everyone has been given a present that was really memorable. It could have been for an
important occasion or just for no reason at all. Think about one that you received. Tell us
about a present you were given and why it was memorable. Be sure to include the reason it
was given, a description of it, and how you felt when you got it.
This tells us you are to write a narrative essay because you are "telling us about a
present you were given," the subject is a memorable present, and the three main subtopics
required are:

the reason it was given,

a description of it,
and how you felt when you received it.

If the directions were given orally, it does pay to stop and jot down the important words
on your planner so that you do not skip any important points.
Once you know and understand the scope of the assignment, you need to plan well and
quickly. The better the planning, the better the essay.

There are many organizational techniques that can help. If you need information or
want to learn more about various techniques to organize your thoughts, here are some
excellent places to visit for more knowledge.

How to Write the Essay

There are things that one needs to know that contribute to excellence in writing. They are
not hard to learn. Once you know them, they do take practice to gain proficiency. That
practice makes all the difference in the world.
Think of the five paragraph essay as having five separate parts. Learn to master each of
the parts one at a time. As you become proficient with one part, work on proficiency in the
next. Writing the introduction and the conclusion are strongly linked. Working on them in
sequence will make the job easier. Then tackle the body paragraphs, one at a time. With the
inclusion of transitions, you will get the feel and flow of the essay. Put them all together, and
you will have the first draft of your essay.
Here are some sites that will help you to improve your understanding and technique:
These sites review individual paragraph writing.
Writing Effective Introductions - clear advice with examples
Thesis Statement - be sure to scroll to check for the answers
Introductory Paragraphs - shows how they are linked to the conculsion
Introductory Paragraphs - gives good suggestions
What not to do in the Introduction - explains why
Writing and Essay - great visual with examples
Writing Vivid Paragraphs- good examples drives home the points made
How Do I Write Body or Support Paragraphs - good basic information
Support Paragraphs - shows how they are the bricks of the good essay
Writing Effective Paragraphs - covers all the basics
Transitions - discusses the need for and types of transitions
Transitions - Learn which words to use for varying purposes.
Transition Words
Transition Words and Phrases - a great page to print and refer to often made
available by the Texas A&M University Writing Center
Writing Effective Conclusions - good ideas with examples
Strategies for Writing a Conclusion - These are things to consider
Writing conclusions - a few good thoughts
Conclusions - suggestions and examples
Writing conclusions - good examples help you see the points

DEVELOPING VIVID PARAGRAPHS

Ever feel like your paragraphs dont go anywhere--your body paragraphs (supporting paragraphs)
in particular? Maybe your paragraphs get stuck in a rut, like a car spinning its wheels without

ever going where you want it to go. Those spinning wheels (all those sentences that keep coming
out) suggest theres some serious activity underway, but you (and your paragraphs) end up pretty
much where you started.
The secret to getting the car back on track, of course, is traction--theres no substitute for bringing
the wheels into contact with concrete, or at least something very similar to it. When it comes to
writing, the answer isnt all that different. Readers need to be able to get some traction in your
paragraphs--and that traction usually comes from vivid, specific, concrete details.
Notice the difference between Paragraph A and Paragraph B below.
Paragraph
A
College students typically face much stress. Theres not a thing they can do about it; it creeps up
on them everywhere. Stressful situations are all over the place. No college student is going to get
out of college without having to face several different types of stress on a regular basis. Sure,
they want to avoid it (who wouldnt?) but that goal is simply impossible. Its on every side of
them, no matter which way they turn. People who decide to attend college are in for a great deal
of stress. This is something they will have to face up to. There is no way around this fact.
Paragraph
B
College students typically face much stress. For one thing, the university is always demanding
money from them: $75 for a parking permit; $900 for one of many payments toward room and
board; $1823 for tuition. (Theres usually a warning in bold print, too, about how transcripts
might be withheld forever if fees are not paid within the next five minutes.) Most students do not
carry great wealth in their back pockets, so they spend hours--perhaps a few days even--filling
out applications for jobs that they do not have the time to do. If they are lucky enough to get a job
making tacos or misting the flowers at Big Time Market, they will face confusing tax forms and
possibly a boss who cant stand nineteen-year-olds whom they must somehow please. And lets
not forget that by the time they leave work, its five minutes to one, theres not a parking spot to
be found in Lot 7, and the teacher promised that nobody arriving late would be admitted to the
midterm exam. Some students major in business; others major in sociology. But every student has
at least a minor in stress.
Both paragraphs, of course, drive at the same idea. Paragraph B, however, is much more
successful at actually getting readers to their destination. Metaphorically speaking, Paragraph B
allows readers get out of the car, stretch their legs, look around, and actually get their hands dirty
in the stress that college students experience. Paragraph A simply goes around in circles (or, to
use the phrase I drew on earlier, its wheels are stuck in a rut).

ANOTHER NAME FOR VIVID DETAILS: SECONDARY SUPPORT

Good body paragraphs (such as Paragraph B above) are usually full of vivid, concrete details.
Such details are often referred to as secondary support. Jean Wyrick, author of Steps to Writing
Well, explains it this way: "Primary support sentences provide information that directly relates
to and develops a word or idea in the topic sentence. These sentences use the same types of

development used in topic sentences. Secondary support sentences, as their name implies, relate
to and develop a word or idea found in a primary support sentence. Thus, the paragraph itself
becomes a hierarchy of elaboration that mirrors the entire essay. One idea builds on or is
explained by another until the subject is exhausted." (For Wyrick's further discussion of
paragraph development, click here.)
Wyricks explanation might seem a bit technical, I suppose, but Im including it here because I
truly want to push the benefits of writers supporting their details with more details, and thats
what Wyrick is getting at. Most writers can afford to make their writing more vivid, more
detailed, more convincing. Few writers (with the possible exception of folks such as Thomas
Harris, author of the gruesome Silence of the Lamb and its sequels) can be accused of going
overboard on details.
GOSH, MY MOM NEVER TOLD ME I NEEDED TO BRING SECONDARY SUPPORT
TO CLASS...
Were not talking about morality here, of course--just a practical survival tool for people who
wish to build strong body paragraphs in college level papers.
In a nutshell, secondary support will
o
o

offer readers supporting evidence for the claim made in the topic sentence and the
sentences that elaborate on the topic sentence
give the paragraph some depth

One danger of not having secondary support is that readers will think the writer cannot
support his or her claims. More important, though, the paragraph is likely to seem both
underdeveloped and choppy, since the writer is doing little more than repeating the idea
from the topic sentence in the several sentences that follow it.
One last way of looking at it: Why wouldnt you want to give yourself a better chance of getting
your point across and keep your reader interested at the same time?

Developing Paragraphs
Well developed paragraphs support their topic sentences with concrete details, lively examples
and illustrations, or well developed, clearly worded arguments. The relation between the specific,
concrete details--the facts you are basing your opinion on--and your opinion must be clearly
spelled out for your reader.
Forms of Supporting Material
In order to hold your readers' attention, you must give them something worth reading. Essays
containing paragraphs that are not adequately developed simply waste your readers' time.
Therefore, so as to keep your audience, you must bring in enough specific detail to keep the

reading interesting. In fact, your goal should be to capture on paper your memories (narration),
mental images (description), or reasoning processes (exposition and argumentation) in such a
carefully detailed and ordered fashion that your readers cannot help but recreate the mental
images or reasoning processes in their own minds. There are a number of different ways in which
you can develop a paragraph. The most common are explained below.
Explanation
An explanation is an attempt at making a term, concept, process, or proposal clear and
intelligible. An explanation may show the relationship between the whole and its parts. Often,
explanation is followed by a specific example or illustration.
Comparison
and
Contrast
Comparison attempts to help the reader understand a new concept by likening it to one that the
reader already knows. Contrast may be used to explain how the new concept is different from the
old one, how it has its own identity.
Comparison and contrast may be used alone or in combination. In the examples below, X
indicates the new concept while Y represents the familiar concept:

Comparison used alone is really analogy. Analogies often take the form of
X is like Y in that . . . .

Contrast is often used to differentiate between two closely related or outwardly similar
ideas. Sometimes contrast is used to describe something by explaining what it is not.
Contrast sometimes take the form of
Unlike Y, X does not . . . .

Comparison and Contrast together are very often the best way to convey a new idea to
your readers, relating the new idea to something your readers are already familiar with
and then explaining how it is NOT the same as that more familiar concept.

Keep in mind that neither comparison nor contrast will work if you are not relating the new
concept to one that your readers already understand. Therefore, it is important to define your
audience and know who they are and what they care about.
Illustration,
specific
instance
and
example
An illustration is a narrative example, a story exemplifying the idea that you are trying to express.
An illustration should have concrete details, all of which support the main idea you are

expressing. Unlike specific instances and examples, which are usually conveyed in one sentence
or sometimes in just a phrase, illustrations may make up an entire paragraph.
Illustrations may be factual--recounting a true story--or hypothetical. Hypothetical illustrations
present a possible event that could happen in the future if certain actions are not taken or convey
a possible scenario that could have happened in the past if certain actions had not been taken.
To be effective, illustrations, examples, and specific instances must be

clearly related to the idea in your writing that you are trying to support
reasonable and realistic, not the exception, not science fiction
vivid in detail

Choose your illustrations, specific instances, and examples carefully, applying the above criteria.
Statistics
Statistics are figures that show trends in the population. Statistics from surveys often indicate
how different segments of the population differ from each other in opinion. In addition, statistics
can indicate such tendencies as how people react to a new drug, which segment of the population
has the greatest tendency toward a certain illness, and what the most common manner of death is
for particular segments of the population. Statistics can help you to support your opinion by
showing how great a problem is in the population in general or in a segment of the population or
by indicating trends across time.
Authoritative
opinion
and
personal
testimony
Another way to support your thesis or topic sentence is through the use of authoritative opinion
or personal testimony. A person qualifies as an authority on a subject either through depth of
education or through depth of experience, preferably both. Thus, the PhD in Sociology may be an
authority on poverty through years of field research and reading in the discipline, but the woman
who has reared her children successfully despite an income below the poverty line is also an
authority on poverty.
In order for the authoritatave opinion or expert testimony to be acceptable to your audience and
an effective method of support for your main idea, you must establish the following for your
audience:
1. The person whose opinion or testimony you are using qualifies as an expert.
2. The
information
is
based
on
your
expert's
first-hand
knowledge.
(If your expert cites another source, try to go to that original source.)
NOTE: A well developed topic sentence paragraph will be much longer than most of the
paragraphs you are reading on these web pages. Writing for the Internet is usually very different
from traditional academic writing. (For example, on the Internet, you will find capital letters in
odd places for emphasis.)

One primary difference in these two types of writing lies in the length of paragraphs. Paragraphs
tend to be much shorter in e-mail messages and on web pages. In your final drafts for this class,
you should write fully developed paragraphs, which are at least eight sentences long.
I do not generally care for counting words, pages, or sentences in student writing, but for
paragraph development, I've found that fewer than eight sentences generally do not constitute a
well developed paragraph according to academic writing standards. On the other hand, having
eight sentences in a paragraph does not assure that you have a fully developed paragraph.
Paragraph development always refers to content, but chances are good that, if a paragraph looks
"skimpy" on the page, it probably is underdeveloped.

The Importance of Levels of Generality

The items in the following list are ranked in order from the most general to the most specific:
All
Animals
Mammals
Dogs
Golden
Caleb

Living

Things

on

Earth

Retrievers

Caleb is the name of a dog who was part of our family years ago. So Caleb refers to the specific,
unique example. We cannot get any more specific than to use the proper name of one specific
dog.
Notice that we could have inserted other levels of generality or specificity in the list above:
Between Dogs and Golder Retrievers we could insert Hunting Dogs, for example. Under that
term, we could list Retrievers. Under Golden Retrievers we could list Golden Retrievers in South
Carolina or Male Golden Retrievers.
In your writing, the Thesis Statement will express the most general idea of your paper. The Topic
Sentences will express less general ideas than the thesis statement, but they will be the most
general ideas stated in the paragraphs they introduce. (Topic sentences are the primary level of
support for your thesis statement.) Within each paragraph, you should have sentences that are less
general than the topic sentence. These sentences will support the topic sentence. (These
sentences are the secondary level of support for the thesis statement.) Each of these secondary
support sentences, in turn, should be followed by other sentences that are even more specific than
the secondary support sentences are. The sentences should move to more and more specific levels
until the topic sentence in each paragraph is supported by specific, concrete detail. (These
sentences are generally considered to be at the tertiary level of support.)
A well developed paragraph moves from the more general level of the topic sentence to the
most specific level of the unique: vivid, pertinent details (and the proper name or date, if
applicable) about the particular person, event, animal, or thing that you are writing about.

MODULE
PARAGRAPH
HINT SHEET

DEVELOPMENT

#16
I

1. TOPIC SENTENCES--The topic sentence is the general statement in a

paragraph that explains what the whole paragraph is about. It is usually the first
sentence in the paragraph.
2.

STATEMENT
(CONTROLLING
IDEA)-a. A topic sentence contains a topic and a statement (controlling idea).
The statement (controlling idea) is what the writer intends to say about the topic.
TOPIC
STATEMENT (CONTROLLING IDEA)
Pollution
+
demands
action.
Pollution
+
exists throughout the world.
b. A topic sentence implies an argument that must be proven. A
statement of fact cannot be used as a topic sentence since it does not need to be
proven.
Statement of fact: Television stations broadcast news.
Topic sentence: Television news shows are biased.
c.
Topic
sentences
should
not
be
too
general.
Too
general:
Shakespeare
was
a
great
writer.
Topic sentence: Shakespeare's typical education seems unlikely
for a genius.
3. UNITY--Any sentence in the paragraph that does not support the topic
sentence is considered out of unity. Check each sentence by using the word
BECAUSE
after
the
topic
sentence:
Topic
sentence:
Dogs
make
excellent
pets.
(BECAUSE)
They
are
loyal.
(BECAUSE)
They
are
playful.
(BECAUSE)
They
are
useful.
The sentence "They are a lot of trouble to take care of" would be out of unity
since it does not explain why dogs make excellent pets.
4. SUPPORT--Paragraphs may have primary (major) support as well as
secondary (minor) support.
Topic sentence: Dogs make excellent pets.
Primary
support:
First,
they
are
loyal.
Secondary support: They are devoted to their owners.
Primary support:
Next, they are playful.
Secondary support:
They enjoy games like catch.
Secondary support:
They like to play with toys.
Primary
support:
Finally,
they
are
useful.
Secondary support:
They can protect property.
Secondary support:
They can warn of danger.
Look for transition markers (FIRST, ANOTHER, etc.) to identify primary
support.

4. CONCLUSION--The conclusion of a paragraph should bring the

paragraph to a close without bringing in a new topic or idea. A good
concluding sentence for the paragraph in item 4 might be "Dogs are truly
man's best friend." A poor concluding statement might be "Goldfish also
make good pets."

MODULE
PARAGRAPH
HINT SHEET

DEVELOPMENT

#17
II

1. EVIDENCE--Be sure to provide specific and detailed evidence

to support the topic sentence. Think of your topic sentence as an
idea that must be proven to the reader. Offer enough facts,
opinions, and examples to prove your point.
2.
TOPIC SENTENCES--Use questions to identify what
information needs to be developed in the paragraph:
TS
-Spelunking
is
a
dangerous
hobby.
Q
Why
is
it
dangerous?
TS -- The space lab was a miniature laboratory.
Q - What makes it a miniature laboratory?
The question asks something about the statement (controlling idea)
of the topic sentence.
3. PRIMARY & SECONDARY SUPPORT--Paragraphs may have
primary (major) support as well as secondary (minor) support. The
primary support statement supports the topic sentence directly.
Secondary support statements support primary support statements.
Some paragraphs use only primary support. The topic sentence in
these paragraphs is supported by a list of evidence, with no
particular item having any more importance than any other. Most
paragraphs, however, are organized into both primary and
secondary supporting statements.
4. COHERENT PARAGRAPHS--Coherence means that the
paragraph "sticks" together in a tight and logical order. Coherence
can
be
emphasized
by
a.
Repeating
important
words.
b. Using transitional words and phrases
Examples
(
for
example,
for
instance)
Clarification ( in other words, in effect)
Contrast ( however, nevertheless, on the other hand)
Stages, steps, or a series (first, finally, so far)
A paragraph that isn't coherent seems "jumbled" and is hard to

follow.
5. PARAGRAPH ORDER--Paragraphs fall into four basic
patterns:

INDUCTIVE ORDER--Topic sentence last.

NATURAL ORDER--Topic sentence first; sentences follow
in the order they occurred.
CLIMACTIC ORDER--Topic sentence first; sentences are
arranged
from
the
least
important to the most important.
EMPHATIC ORDER--Topic sentence first; sentences
follow in no particular order

Transition Words & Phrases

Sequence:
again, also, and, and then, besides, finally,
first...second...third, furthermore, last, moreover, next,
still, too
Time:
after a bit, after a few days, after a while, afterward,
as long as, as soon as, at last, at length, at that time,
before, earlier, immediately, in the meantime, in the
past, lately, later, meanwhile, now, presently, shortly,
simultaneously, since, so far, soon, then, thereafter,
until, when
Comparison:
again, also, in the same way, likewise, once more,
similarly
Contrast:
although, but, despite, even though, however, in
contrast, in spite of, instead, nevertheless,
nonetheless, notwithstanding, on the contrary, on the
one hand...on the other hand, regardless, still, though,
yet
Examples:
after all, even, for example, for instance, indeed, in
fact, of course, specifically, such as, the following

example, to illustrate
Cause and Effect:
accordingly, as a result, because, consequently, for
this purpose, hence, so, then, therefore, thereupon,
thus, to this end
Place:
above, adjacent to, below, beyond, closer to,
elsewhere, far, farther on, here, near, nearby, opposite
to, there, to the left, to the right
Concession:
although it is true that, granted that, I admit that, it
may appear that, naturally, of course
Summary, Repetition, or Conclusion:
as a result, as has been noted, as I have said, as we
have seen, as mentioned earlier, in any event, in
conclusion, in other words, in short, on the whole,
therefore, to summarize