Blog Thirteen: Process Narrative

When I think about my writing process, I think of a balloon full of hydrogen, just waiting to be popped. I fill my head with thoughts and ideas about what I want to write, but I never actually seem to “let it out” until I am near-explosion. As far as I can remember, writing academic papers – or writing anything, in general – first develops in my mind and continues until I have the opportunity to write it down. After all the words are typed and the first draft is virtually completed, I can’t move on to the editing and revising stage unless there is a hard copy in my hand. My writing process begins at a mental stage and overtime, transitions into a physical one.

A variation of this writing process was actually instilled in me throughout my youth. In elementary and middle school, I was taught the same method: pre-write and write. I don’t even think editing was in my teachers’ curriculum at all during this time. There was just a ridiculous, cruel emphasis of thinking about and organizing what you want to say and putting those ideas in the best words possible (without having to go through the messy task of fixing the work you spent so much time planning out). Unknowingly, my teachers set me up for failure. When I had to write my first research paper, in my freshman year of high school, it was a disaster. I followed the process I was taught the majority of my education and it failed me terribly. My teacher informed me I needed to “edit” it, but as far as I was concerned, it didn’t need to be edited. To satisfy her, I changed a few words and replaced a couple of sentences, but handed in, basically, the same paper. My grade reflected my lack of editing and I started to understand the importance of the final stage in the writing process.

At this point, I was forced to start editing. Fortunately, for me, I loved it. I realized thought, I couldn’t edit my writing the same way I began to write. In order for me to fix it, I needed a physical copy where I can see what was awkward and irrelevant. Additionally, my writing process began to develop. The minute I received a writing assignment, my brain would shoot, like a mechanism, ideas pertaining to the assignment and from there, support to these ideas. Soon enough the ideas transitioned into words, which turned phrases, then sentences and paragraphs. By the time I finished thinking about the paper, the majority of the paper was done all in my head. This probably had much to do with the prominence my middle school teachers put on clarifying my thoughts before even organizing them on paper, but it worked. However, I became a lazy writer. The more I realized I can come up with a paper mentally, the longer I delayed the writing.

My favorite use of this process came during last semester in my World Literature class. I had to write compare and contrast essay on Homer’s Odysseus moral character with that of Shakespeare’s Iago from Othello. The minute my professor handed out the assignment sheet, I automatically thought how Odysseus had a greater sense of moral because his actions of deceit were carried out for reasons of valor, love, and loyalty as compared to Iago, who’s actions were carried out just out of spite. By the end of that class period, my thesis and supporting paragraphs were set and all I had to do was get the words out of my and onto a sheet of paper. However, being such a lazy student, I waited until the night before to write the paper. I knew exactly what I wanted to say, but I couldn’t get past the first sentence. It took me probably two hours to write just my introduction, because I can never proceed to write a proper paper without a great introduction. I spent another hour doing the paper, a couple more hours editing, and managed to get an A+ on the assignment.

This assignment, like previous assignments, reminded me how much pressure I put on my introduction. I know there are sidesteps where I can easily write the rest of the paper or essay and do the introduction, but I refuse (partially out of arrogance) to take the “easy” way out. When I write, I build the momentum off my introduction. So, I work my hardest and try to put my best in my introduction, because after that – after I write my thesis on the last sentence of the introduction – the words after just fall in place. All the ideas and thoughts that were once formed mentally, just flow like an electric current from my brain, to my fingers, onto paper. Although, it’s a hassle, the extraneous amount of time I spend on my introduction pays off.

I realize there are multiple flaws in my particular process, but as far as I’m concerned, it’s worked for me every single time. It’s only when I digress from my process, my grade drops. In my junior year of high school, my teacher forced us to make an outline and write note cards and do a shitload of prewriting before beginning the writing stage of my research paper. It completely threw me off balance. Getting in the habit of writing down my thoughts when they came to me became irritating and I started to distance myself away from the paper. It seems like it’ll be easier, right? I won’t have to struggle to remember what I thought or sit in front of the computer for hours trying to come up with a decent introduction. Well it was easier, but I hated it. The struggle and the complications are part of the fun, half of the reason I get a good grade when I write. When it’s too easy, I don’t put any thought in it and my grade reflects it. All the planning actually resulted me getting the lowest grade I’ve gotten on a paper in the past five years. This experience altered the way I proceed to write, depending on my audience.

I don’t write for myself anymore, so my audience is basically whatever teacher or professor that assigns the paper. Interestingly enough, I have a tendency to organize my assignments and get edit-happy depending on its level of intensity (it’s probably due to the fear my high school junior English teacher instilled on me. In my head, I think important papers require plenty prewriting and editing). The last time I went through the whole pre-writing process, (you know, develop an outline, create a pro/con list, etc.) it partially worked out for me. I actually made it when I argued pro-choice in my English Composition persuasive essay. In this case, I had to not only know the arguments to my side, but the arguments to the opposing, pro-life side. So, when I created the pro/con list, it allowed me to think of rebuttals that can easily rebuke the opposing side’s argument. Although, the outline was completely useless (I don’t even think I followed it), I did realize how handy a pro/con list is, especially when writing a persuasive essay. I also only edit if it’s an assignment for an English class. Mainly, I know the professor is definitely smart enough where I can’t bullshit and slack on the development and organization of the assignment, so I’m forced to continually make sure the whole paper flows coherently, with each point building up to another. The pre-writing and editing stage, I know, are both vital in writing a remarkable paper, but since they’re the “behind the scene” processes, I usually don’t put much effort into it, unless absolutely necessary.

However, creating the pro-and-con list enabled me to see all the possible viewpoints. It is one tactic that I’ve actually integrated into my writing process. It didn’t take away my need to “challenge” myself when writing, but it simply just induced organization into the process. Instead of storing all my points in my head, I’m able to see it much more clearly on paper, before I even start writing. This small prewriting stage helps me write my paper a lot more effortlessly, which carries into a better grade. The same goes for editing. I know I only edit when I think I have to, but I completely see the difference between a paper that has been revised and improved on, than one that hasn’t.

One of the main reasons my whole writing process is so effective is because it’s turned into an innate characteristic. When I receive an assignment, my mind immediately starts racing, starting the whole mental stage of my writing process. It’s engraved in my system since middle school and (although this paper doesn’t reflect it), I’ve pretty much perfected it.

Throughout the years, small tweaks have been incorporated into my writing process, changing it for the better, while old habits remain. Occasionally, additional methods are thrown into my writing process, varying on my audience. However, the general idea of my process remains the same: it begins mentally and shifts, over time, into a physical process.