How The Rewrite Process Helps

Published Date: 02 Nov 2017

Blake Biggers

Instructor Chase

English 1003

How the rewrite process helps

Most students dislike their teachers for making them rewrite the incorrect answers they received in their assigned class work and homework. Everyone has had a seemingly mean and ridiculous teacher that goes hand and hand with that one assignment that took too much effort and was forced to redo it time and time again. However, the purpose behind this is for the student to learn from their mistakes and understand why the correct answer is correct. Rewriting gives students ample chances to improve the mistakes made and learn how to answer the prompt correctly. The rewrite process helps students understand the purpose behind the components of an essay.

The rewrite process helps students develop a strong hook in the introduction to keep readers interested in reading the rest of the essay. Rewriting teaches the student to be a persuasive writer and grab the attention of the reader. This can be accomplished with the use of an onamonapia, an anecdote, a rhetorical question, a startling fact, or an overly emotional opening sentence. It also acts as a means of . . . communicating their ideas more clearly and effectively. A hook in quotations may make the essay seem more realistic to readers because it brings in somebody’s first hand point of view on the subject and can show the authors positive or negative feelings right off the bat. A great hook will use imagery to create an image in the readers mind and a reader will feel more inclined to continue reading. This is a fantastic way to keep the attention of readers no matter their age.

The rewrite process helps students create error free well-organized body paragraphs with concrete evidence to prove the topic sentence. When revising an essay, many students often overlook simple mistakes because they tend to procrastinate or just rush the assignment and do not reread what they have already written. Rewriting is a helpful tool because the repetitiveness sticks in one’s mindset by compelling students to correct minor mechanical error Supporting sentences should give specific information that is felt to highlight the key points to be made and clarify how the evidence relates to those points. Students learn to insert signal words and phrases to indicate transitions to organize the ideas given for the reader. Writers learn to use supporting details and embed exact sentences form reliable people in a manner of direct quotes and indirect quotes. Quotes provide textual evidence to support the claim. In school, students learn to utilize the process of rewriting another’s text in order to shed light . . . on textuality itself. Rewriting the body paragraphs help to check and see if the structure fits, if they make a strong overall point, and to make sure the sentence order presented makes sense. Teachers and professors use different methods to get their point across, but instructors’ goals are all the same. The student learns from the instructor because they are taught to focus more acutely on particular aspects of rewriting.

The rewrite process helps students learn how a conclusion ties together with the introduction to complete the argument addressed at the beginning of the essay. The concluding paragraph should tie up loose ends and leave the reader with a sense of completion. If the paper is long, it reminds them of all the points they’ve just heard. This includes the writer’s final appeal to strengthen the argument. In the conclusion, the writer should define and develop a solution and focus on the positives of that solution. The student learns to be persistent and forcefully state the desired action. The student also needs to give information to take the recommended action. The student learns to make a final impression on the reader to prove their reasoning. To achieve this, the student will restate the paper’s main points: the thesis, the significance of the thesis, and to summarize the key points in slightly different wording to not seem redundant. This is especially critical for longer, more complex papers, when the reader may not remember as far back as the first point made. The reader should be able to read just the conclusion and still understand the basic topic of the paper, the argument made, and the line of reasoning. Your conclusion should then show the reader the significance of your thesis by relating it to larger issues, going one step beyond what you have said in your paper. The conclusion should remind the reader of the fundamental question and clearly summarize the answer. Restating an essay teaches symmetry and provides the reader with a sense of closure. Getting the reader’s attention can also be used in the conclusion to make the essay more unique and memorable for the reader. You have the chance to pick a main idea that will give the readers something to think about after reading. To do this, try ending with a strong motivating statement, a call to action, a plea, or a prediction. Writers should choose the ending that is most appropriate for your topic. Your conclusion should make it clear to the reader what you wanted them to learn by reading your paper.

In the end, the teacher always knows what’s best for the student. It’s a part of their plan to make the student apprehend critical thinking and incorporate critical writing into their paper. In this case, the student has to think of how to improve their assigned work to the best of their knowledge, over and over again. In each revision, finding even one small error along with the repetition is a potent combination for a successful paper. The most effective way for a scholar to learn is through trial and error. This forces the student to face their problem and take as long as it takes to correct it. As long as the student is committed enough, they will eventually figure out a way to get the desired result, becoming skilled in understanding what goes in the components in an essay.