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Writing Process

Subject : writing-skills
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Subject - purpose - focus - specific language - briefly state subdivisions






2. The writer explains the relationship between terms and concepts






3. Informs the reader of the problem and suggests action to remedy problem (similar to a persuasive argument paper)






4. The details are stated first - followed by a topic sentence






5. Number - letters - indentations signaling groups and levels of importance; each level has more than one entry; all subdivisions are at the same level of generality; headings don't overlap; only first word (and proper nouns) of each entry capitalize;






6. Repeats another's words exactly and encloses them in quotation marks






7. Addition (also - in addition - too - moveover); example (for example - for instance - on the otherhand - nevertheless); contrast (but - yet - however - on the other hand); comparison (similarly - likewise - in the same way); concession (of course - t






8. Salinger - J.D. 'The Catcher in the Rye.' New York: Little - Brown - and Company - 1945.






9. This stage of the writing process involve gathering and selecting ideas; teachers can help students in several ways: creating lists - researching - brainstorming -reading to discover more about the author's style - talking - collecting memorabilia or






10. State the essay smoothly - not abruptly - flowing logically from the rest of the essay






11. Speech or written form in which one explains or describes






12. Composed of educated - experienced readers - people who read newspapers - magazines - and books






13. Listing all the ideas that come to mind associated with the topic






14. Writing nonstop by starting with a set topic






15. Reports another's words without quotation marks except around words repeated exactly from the source






16. To express yourself - to inform a reader - to persuade a reader - to create a literary work






17. Gathering ideas onto paper in sentences and paragraphs






18. Be specific - use facts/data/statistics - use/attribute quotes; quantify don't qualify; use of 'it seems -' try not to overstate situation - base writing on authority - break down the topic






19. A pictorial way of constructing knowledge and organizing information; they help the student convert and compress a lot of seemingly disjointed information into a structured - simple-to-read - graphic display; the resulting visual display conveys comp






20. Use of positive feedback or cutting wit to mock someone






21. The topic sentence is stated and then followed by the details






22. In this stage - the writer looks back at his/her work and self-evaluates - and the audience evaluates the effectiveness of the writing






23. This is the stage of writing that involves rewriting or 're-seeing;' emphasis is place on examining sentence structure - word choice - voice - and organization of the piece






24. Is to present another person's words or ideas as if they were your own






25. Acting a referee; evaluating a colleague's work professionally






26. Who? what? when? where? why? how?






27. Performing speeches - plays - videos; making a speech - participating in debate; creating booklets - brochures - family scrapbooks - or personal web pages; publishing a school newspaper - magazine - or portfolio; submitting work for publication beyon






28. Calls for you to read your final copy for typing errors or handwriting legibility






29. Calls for you to consider ways to organize your material






30. Salinger - J. D. (1945) 'The Catcher in the Rye.' New York: Little - Brown and Company.






31. A sentence stating your topic and the point you want to make about it






32. The way the an author uses words - phrases - and sentences to formulate ideas






33. Toulman's model of arguement






34. Either to give your reader information or to persuade your readers to agree with you






35. Speech or written form that debates or argues a topic in a logical way






36. A condensed statement of main points of someone else's passage expressed in your own words and sentence structure






37. Flm - art - media - and so on






38. A memory device to check for specific - concrete details: reason - examples - names - numbers - senses (sight - sound - smell - taste - touch)






39. Reference works - internet - student-created sources - other






40. Analogies - extended metaphor - appeal to authority - appeal to emotion






41. Are comparison of two pairs that have the same relationship






42. The writer demonstrates similarities and differences between two or more subjects






43. Age - gender - ethic backgrounds - political philosophies - religious beliefs - roles (student - parent - voter - wage earner - property owner - veteran) - interests hobbies - level of education - amount of general or specialized knowledge about the






44. Part of your writing that is established by what you say and how you say it






45. Used to show similarities and differences (key words: although - but - still - yet - compared with - as opposed to - different from - either/or - neither/nor - in common - similarly






46. Is it sufficient? is it representative? is it relevant? is it accurate? are claims qualified?






47. This stage involves checking for style and conventions--spelling - grammar - usage - and punctuation






48. The perspective from which a piece is written; first person - third person - omniscient - limited omniscient






49. Use transitional expressions - use pronouns effective - uses deliberate repetition effectively - use parallel structures effectively






50. Can be used in a group work to assist writers in raising their awareness about the quality of their contributions to the group; part of any writing assignment to summarize strengths and weaknesses they see in their writing