A prolific painter of portraits before and after the French Revolution ...

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explaining:
the writing process
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—To signal relation in time: before, meanwhile, later, soon, at last, earlier,
thereafter, afterward, by that time, from then on, first, next, now, presently,
shortly, immediately, finally
—To signal similarity: likewise, similarly, once again, once more
—To signal difference: but, yet, however, although, whereas, though, even so,
nonetheless, still, on the other hand, on the contrary
—To signal consequences: as a result, consequently, therefore, hence, for this
reason
POSTSCRIPT ON THE WRITING PROCESS
Before you hand in your essay, reflect on your writing and learning process. In
your journal, spend a few minutes answering the following questions:
1. Describe the purpose and intended audience for your essay.
2. What was the best workshop advice that you received? What did you revise in
your draft because of that advice? What piece of advice did you ignore? Why?
3. What caused you the most difficulty with this essay? How did you solve the
problem—or attempt to solve it? With what parts are you still least satisfied?
4. What are the best parts of your paper? Refer to specific paragraphs—what do
you like most about them?
5. If you added visual images or special document-design features to your essay,
explain how they supported your purpose or rhetorical goals.
6. What was the most important thing you learned about writing or your writing
process as you wrote this paper?
TEACHING TIP
This journal entry should
be central to a teacher’s response
to and evaluation of
students’ writing. Teachers
should respond to students’
intentions (“Does the essay
achieve the writer’s purpose?”),
to students’ evaluations
of their own writing
(“Does the writer accurately
perceive strengths and
weaknesses?”), and to students’
descriptions of their
own writing processes
(“Would a modified writing
process improve weaknesses
in the final product?”).
STUDENT WRITING
English Only
Christine Bishop
Christine Bishop decided to write on “English Only” as one of her semester portfolio
topics. She had become interested in the topic in a previous year when she went to a
speech tournament that debated the English-only issue. She wrote the following essay
PROFESSIONAL COPY—NOT FOR RESALE