Difficulty: Foundational | Prerequisites: None (this is your starting point for the course)
Academic writing is a process, not a one-shot event. You move through distinct stages (prewriting, drafting, revising, editing) and you read source texts critically before you write about them. At the centre of every essay sits a thesis statement: a single, provable claim that controls the entire paper.
Expository writing
Writing whose purpose is to explain, inform, or analyse a topic for the reader, using evidence and logic rather than personal opinion or narrative. In simple terms, this means writing that teaches or clarifies something, backed up by facts.
The writing process
The recursive sequence of stages a writer moves through to produce a finished piece: prewriting, drafting, revising, editing, and publishing. Think of it as building in layers rather than trying to get everything right on the first attempt.
Thesis statement
A single declarative sentence, usually placed at the end of the introductory paragraph, that states the central argument or claim the essay will prove. In simple terms, it is the one sentence that tells the reader exactly what the entire paper is about and what position it takes.
Audience
The intended reader(s) of a piece of writing. Audience determines the level of formality, the vocabulary used, and how much background context the writer provides.
Purpose
The writer's reason for composing the text: to inform, persuade, analyse, evaluate, or compare. Purpose shapes every decision from thesis to paragraph structure.
Critical reading
The practice of reading a text closely and actively, questioning the author's claims, identifying evidence and rhetorical strategies, and forming your own interpretation. Think of it as reading with a pencil in hand, not just absorbing words.
Annotation
The practice of marking up a text while reading: underlining key passages, writing marginal notes, circling unfamiliar terms, and recording questions or reactions. This is the physical trace of critical reading.
Drafting
The stage of the writing process where you produce a preliminary version of the essay, focusing on getting ideas onto the page rather than perfecting grammar or style.
Revision
The stage where you re-examine and restructure content for clarity, coherence, and argument strength. Revision deals with big-picture issues: thesis, organisation, paragraph unity, evidence. It is distinct from editing, which handles sentence-level polish.
Third-person point of view
Writing that avoids "I" and "you," referring instead to subjects by name or with pronouns such as "he," "she," "they," or "one." This is the standard voice for academic expository writing in this course.
Writing is recursive, not linear. You will loop back through these stages many times before a paper is finished.
Prewriting (idea generation)
Brainstorming, freewriting, listing, clustering, and outlining all count as prewriting
The goal is quantity of ideas, not quality of prose
Ask yourself: What do I already know? What do I need to find out? What angle interests me?
Outlines are especially important in this course; several assignments require a formal outline before the draft
Drafting
Get ideas down in paragraph form without stopping to perfect every sentence
Work from your outline or prewriting notes
Expect the first draft to be rough; that is its job
Write in third person for all formal papers in this course
Revising (big-picture changes)
Revision means "re-seeing" the paper as a whole
Check that every paragraph supports the thesis
Reorganise paragraphs if the logical flow is unclear
Strengthen weak evidence, cut irrelevant material, sharpen topic sentences
Peer review workshops are built into this course specifically because outside readers catch problems you cannot see yourself
Editing (sentence-level polish)
Fix grammar, punctuation, spelling, and word choice
Read aloud to catch awkward phrasing
Check formatting requirements (MLA style, word count range, third person)
Publishing / submitting
In this course, final drafts are submitted via Turnitin on D2L
Stay within the assigned word count range; content outside the range will not be read or graded
The final submitted version is the version that is graded
Critical reading is an active skill, not passive consumption. In a seminar-style composition course, your ability to read well directly feeds your ability to write well.
What critical reading involves
Identifying the author's thesis and main claims
Evaluating the evidence: is it sufficient, relevant, and credible?
Noticing rhetorical strategies: how is the author trying to persuade or inform you?
Questioning assumptions the author makes
Forming your own response or interpretation
How to annotate effectively
Underline or highlight key arguments and supporting evidence
Circle terms you do not know and look them up
Write marginal notes: questions, reactions, connections to other readings
Mark passages you agree with, disagree with, or find confusing
Summarise each paragraph in a few words in the margin
Why it matters for writing
Close reading of source texts gives you material for your own analysis
The patterns you notice in professional writing (how an author builds an argument, uses transitions, handles evidence) become models for your own essays
In this course, you must bring your annotated text to every class session; arriving without it may count as an absence
The thesis is the single most important sentence in your essay. Every paragraph should connect back to it.
What makes a thesis strong
It is a complete, declarative sentence (not a question, not a fragment)
It makes a specific, arguable claim that can be supported with evidence
It is narrow enough to be fully developed within the assigned word count
It tells the reader both the topic and the writer's position on that topic
Constructing the thesis from the ground up
Start with a topic, then narrow it to a specific angle
Ask: What am I trying to prove? Your answer, turned into a single sentence, is your working thesis
Test it: Can a reasonable person disagree with this claim? If yes, it is arguable and therefore suitable. If no one could disagree, it is a statement of fact and needs reworking
Revise the thesis as the paper develops; your final thesis may differ from your first draft
Common thesis problems
Too broad: "Education is important" (What kind of education? Important for whom? In what way?)
Too vague: "There are many causes of pollution" (Which causes? What kind of pollution?)
A statement of fact rather than an argument: "The Earth orbits the Sun" (No one disputes this, so there is nothing to analyse)
An announcement rather than a claim: "In this paper I will discuss social media" (This tells the reader the topic but not your position)
Where the thesis goes
Typically the last sentence of the introductory paragraph
It should be clear to the reader without any guesswork
Before you write a word, make sure you understand what is being asked.
Analyse the prompt
Identify the rhetorical mode: are you being asked to analyse causes, compare, summarise, or evaluate?
Note the required word count range, point of view (third person), and documentation style (MLA)
Look for action verbs in the prompt: "analyse," "compare," "evaluate," and "argue" each require a different approach
Audience awareness
Academic writing assumes an educated reader who is not an expert on your specific topic
Provide enough context that a reader unfamiliar with your subject can follow your argument
Avoid slang, contractions, and overly casual language in formal papers
Purpose
Each essay type in this course has a distinct purpose: a causal analysis explains why something happens; a comparison highlights meaningful similarities and differences; a summary-analysis condenses and interprets; an evaluation argues for a judgement based on criteria
Keeping your purpose in focus prevents the essay from drifting into a different mode
Real-world application
The ability to read a brief, identify what is being asked, and respond precisely is a transferable workplace skill. Reports, proposals, and professional correspondence all require the same task-analysis step before writing begins.
"Good writers get it right on the first try." They do not. Professional writers revise extensively. The writing process exists because first drafts are meant to be rough.
"Revision and editing are the same thing." Revision addresses structure, argument, and content. Editing addresses grammar, punctuation, and word choice. Do revision first; editing a paragraph you later delete is wasted effort.
"A thesis is just the topic of my paper." A topic is a subject area (e.g., social media). A thesis is a specific, arguable claim about that subject (e.g., "Social media platforms that prioritise algorithmic engagement over chronological feeds reduce the quality of public discourse").
"Critical reading means finding things to criticise." Critical reading means thinking carefully about what you read, which includes recognising strengths as well as weaknesses.
⚠️ You will be expected to demonstrate a clear writing process for every major paper: outline, workshop draft, then final draft. Skipping steps costs marks directly (workshops are graded).
⚠️ Thesis statement quality is a core grading criterion on every formal paper. A weak or missing thesis will significantly lower your grade.
⚠️ All formal papers must be written in third person. Slipping into first or second person ("I think," "you should") is a common error that will be marked.
⚠️ Word count ranges are enforced strictly. Content outside the range is not read or graded, and papers outside the range receive an automatic 10% deduction.
True or false: Revision and editing are the same stage of the writing process.
Fill in the blank: A strong thesis statement makes a specific, ______ claim that can be supported with evidence.
True or false: In academic expository writing for this course, it is acceptable to use first person ("I believe").
Fill in the blank: Critical reading involves not just absorbing a text but ______ the author's claims and evidence.
True or false: Your thesis should be finalised before you begin drafting and never changed.
Answers: 1. False (revision = structure and content; editing = grammar and mechanics). 2. Arguable. 3. False (third person only). 4. Questioning. 5. False (your thesis should evolve as the paper develops).
Q: What is the difference between a topic and a thesis statement?
A: A topic is a general subject area (e.g., climate change). A thesis statement is a specific, arguable claim about that subject that the essay will prove (e.g., "Urban tree-planting programmes are the most cost-effective municipal strategy for reducing heat-island effects").
Q: Name the five stages of the writing process in order.
A: Prewriting, drafting, revising, editing, publishing (submitting).
Q: Why is annotation considered essential for critical reading?
A: Annotation forces active engagement with the text. It creates a physical record of your reactions, questions, and observations, which you can then draw on when writing your own analysis.
Q: What makes a thesis statement "arguable"?
A: An arguable thesis is one that a reasonable person could disagree with. If no one could dispute the claim, it is a statement of fact, not a thesis.
Q: Why does this course require third-person point of view for all formal papers?
A: Third person keeps the focus on the evidence and the argument rather than the writer's personal feelings. It is the standard convention for academic expository writing.
This material is the foundation for every writing assignment in the course. The writing process stages (especially prewriting and revision) apply directly to the causal analysis, comparison, summary-analysis, and evaluation papers. Critical reading skills feed into the summary-analysis paper in particular, where you must condense and interpret a source text. Thesis statement construction is revisited in every rhetorical mode.
writing process, prewriting, brainstorming, freewriting, outlining, drafting, revising, revision, editing, proofreading, publishing, thesis statement, working thesis, arguable claim, critical reading, close reading, annotation, annotating, audience, purpose, expository writing, academic writing, third person, point of view, MLA format, topic sentence, Composition I, ENG 1510