Following is an example that walks you through my personal
writing process. This example covers the steps I took to write an
essay on a topic involving the book Celestina by Fernando De Rojas.
Specifically, it shows how the Introduction of my paper was
developed, from start to finish. The body paragraphs and conclusion
evolved in much the same manner, but are excluded here for the sake
of brevity. For those who are interested in this essay in its
entirety, or just want to correspond about the writing process in
general, I welcome all inquiries. Most of my best learning has been
in collaboration with my peers and I would be happy to hear from
you. Please feel free to e-mail me at [email protected].
(Please note, this essay has been scanned in to Turnitin.com and is
my sole intellectual property.)
Slide 3
I start reading and or researching early, with a special focus
on answering the prompt for the paper, if it is available. Even if
the prompt is not given until after the reading assignment is due,
being thoroughly familiar with the material will help later when
rescanning the text for information that is pertinent to the
prompt. It is imperative to give myself enough time to have enough
material and familiarity with the text to make the writing process
easier. Good writing begins with good reading comprehension. I cant
write about something I either do not thoroughly understand or have
enough information about to write creatively and authoritatively on
my topic. Reading is a discipline, but as with all disciplines, it
feels good to be an expert. Careful and close reading doesnt just
improve my grade; it improves my competency and confidence as a
student and person.
Slide 4
Here is the prompt for my essay on Celestina: How does the text
Celestina present the problem of the gift? For instance, what kind
of gift does Calisto want from Melibea, and how is this gift
expressed? What kinds of gifts does Celestina receive or offer?
Remember to focus on moments that explicitly bring up the language
of giving/receiving.
Slide 5
Read actively. This means taking note of significant elements
such as plot structure, character development, symbolic meanings,
thematic concepts, etc. I write in the margins, I underline
passages, I use a color coded highlighting system to denote
different lines of thought throughout the text. I circle key terms
or interesting phrases; I doodle smiling faces, question marks, and
even swear words when something rouses anger or disgust. I dog-ear
pages and stick post-it notes over paragraphs I want to focus on in
my writing. I have even been known to tear pages out of the middle
of long texts, although I do not recommend this if you need to
reference the text in class. I know a lot of students are afraid to
write in their books because they intend to sell them back. I
personally would rather part with 20 bucks and have the tremendous
sense of accomplishment that comes from an essay well done.
Nonetheless, if you insist, at least scribble all over your pages
with pencil. You can always erase before hocking the book back.
Another excellent practice is to take notes while I read. This
allows even greater expansion of my thoughts when my epiphanies are
larger than the margins of my text.
Slide 6
Slide 7
Slide 8
In other words, crawl into the text. Once I have read through a
text and done any relevant close reading, if I cannot find
something therein that in some way resonates with my own
experience, or peaks my own curiosity, its going to be a long,
arduous, boring task to write about it. It is always best to choose
a text that sparks my interest when possible. If not, I have to do
some good old fashioned self-centered digging to find something
(anything!) of interest.
Slide 9
Have I ever felt like this character? Have I ever experienced
something like this? Do I relate to the characters, or the
narrative voice? If so, why? What is the bigger cultural picture
here? Why does this matter to me, to people I care about or
respect, or to people I dont particularly like? How is this
consistent with or in conflict with my own value system? Why? What
does this story or poem tell me about life, about the world, about
history, about religion, about nature, about anything that is an
interesting topic to me? How can I connect with this piece of work?
If it was the only text I was ever given, what would it tell me
about literature, about life, about what it means to be a human
being? If I could teach the world something important using this
text, what would it be? What important thing have I learned from
the text? Is there more than one way to interpret this text? If so,
how do the interpretations differ and what does that tell me about
the ambiguities in my own life? What is the context of this text
and how does that relate to the context in which I find myself in
my own life?
Slide 10
Any number of questions can be added to this list, but the
general idea is to make the material personal in some way. This
self- focused line of questioning will obviously not be explicitly
stated in my scholarly work since most of what we submit in college
classes is more objective, but by making the text more personal, I
am opening up ideas which will enrich and expand my writing. I once
did this with a very stuffy scientific research paper on global
climate change for a geography class and it worked wonders. As an
English major, I am not altogether interested in the effect rising
temperatures will have on the oceans Gulf Stream. However, Ralph
Waldo Emerson is my favorite author and he wrote an essay called
Nature which has always inspired me. Henry David Thoreaus
subsequent experiment at Walden Pond was enough to make an
environmentalist out of me. Essentially, I used my own passion and
knowledge to make an otherwise difficult or boring subject
interesting and relevant for myself. This is not to mention the A I
got on the paper I didnt really want to write.
Slide 11
Once I have scribbled notes all over my book and noted what
matters to me about the text, I draft what I call official notes.
Sometimes I handwrite them. Sometimes I type them out. Sometimes I
draw giant brainstorm bubbles on a white board I have at home.
Sometimes I group my notes and ideas onto separate white pages and
tape them to my wall, creating a life- sized outline for my paper.
These notes include quotes, but only preceding lengthy and detailed
responses to them. This helps me to identify key concepts I want to
cover in my paper. This is the raw material for my paper. These
official notes are essentially a rough draft that gets me going.
The first few lines of a paper are always the hardest to write, so
if I tell myself I am just typing out some notes, its as if Ive
tricked myself into writing a first, unorganized, terribly
incomplete draft. Every paper has to start somewhere though, and
this is how mine usually start.
Slide 12
I typed out the following information for the Introduction of
my paper on Celestina. I would like to say here that I dont always
write my Introduction first. Or, if I do, it gets radically altered
as I write the rest of my paper to reflect my evolving and emerging
ideas. I dont always know right off the bat what I am going to say
about any given subject, but often discover it as I write.
Slide 13
So-called gifts that are exchanged: Calisto --> Melibea
flattery = Melibeas offended Melibea --> Calisto rejection =
would have saved his life if he left well enough alone, but he
doesnt Sempronio & Parmeno --> Calisto good advice but since
its not what Calisto wants to hear, he angrily disregards it All
these characters die in the end. The other two Areusa and Elicia
live (but why? what makes them different?....) Death that gives
relief to sorrow is so welcome (De Rojas 2). Prmeno I dont want any
ill gotten gains (De Rojas 25). Elicia I only want daily grub and
Ill leave glory to Paradise (91) Areusa Ive always preferred to
live in my little house, free and my own mistress, and not in their
luxurious palaces, like a prisoner under their thumb (108). Elicia
and Areusa are the only main characters that live in the end
because they are not caught up in the game of indebtedness. they
resist any reliance on those who would have sway over them. they
are not indebted to them because they do not rely on them for
shelter or sustenance. The very thing that frees them their
sexuality is that which is so deeply condemned in women, as seen in
the high demand of maidenhead repair at Celestinas place. It is the
very issue of gifts, getting, giving, and gaining that propels the
plot forward with the moral crisis highlighted by the tensions
between the characters. cheerful poverty is the only honest policy
and honest poverty is the only safe path (De Rojas 25). Poverty =
no tender = no gifts!! even the language throughout the text
refelects this. Actions not usually associated with exchange is
infused with the idea of giving and getting. give a thought get
quick results (45) None of the gifts exchanged in Celestina are
blessings upon the receivers but more akin to curses. Calisto gives
flattery to Melibea, which insults her as this practice of
flirtation is contrary to societal norms of discretion and proper
courtship. Melibea then rewards him with a sharp rejection which
devastates rather than delights her enamored recipient. Calistos
servants Sempronio and Prmeno both attempt to give Calisto sound
advice that would presumably cure him of his fatal obsession with
Melibea and their reward for this offering is harsh reprimands that
force them into a fatal conspiracy.
Slide 14
Once I get all these thoughts and ideas down, I drop all of it
for at least a day or so. I may work on other subjects and remain
busy with other activities, but I do not touch this particular
text. This is another reason why it is so important for me to start
early. This is a very crucial and too often overlooked part of the
writing process. I call it the incubation period. I let go and
trust the creative power of my own brain. If I give it a rest, it
comes back stronger and sharper than ever when its time to start
writing. I do not have to worry about forgetting anything, because
by now I have it written out in my notes. Frequently, it is during
this intellectual rest period that I get a giant A-Ha that becomes
the driving force of my paper, otherwise known as the thesis. By
ruminating over the text for a while, I begin to revel in my own
accumulated knowledge and ideas begin flooding my mind. I jot new
ideas down, but keep any note taking, reading, or writing to a
minimum. Now is just a time to think. What is writing, but a
physical manifestation of thought? If I do not think about what I
am going to write, it will be reflected in what I write. Mindful
attention to the paper makes the difference between just getting it
done and completing something I am really proud of and even,
sometimes, changed by. Writing isnt just about turning a paper in.
It is about exploring your own mind. You cannot do this and remain
unchanged.
Slide 15
Another strategy I use with some regularity to generate ideas
and bolster my confidence with the material is I start talking
about it. I become the chatterbox at the dinner table, showing off
what I have learned and what I think I know. Even if I exaggerate
my knowledge a bit, the act is fun and my family doesnt know any
different. I tone it down in class, but do a lot of talking there
too. There was a time in high school and early in my college career
I was afraid to speak up in class. This was partly for lack of
preparation, but more so from lack of confidence. I thought the
other students were smarter than me. Maybe so; maybe not. One thing
is certain though, if I want to be smarter, learning is enhanced
when it is collectively pursued. Sharing ideas (even if they are
dumb in my own estimation) helps me to understand the material
better. While I do learn from other students ideas, ironically, I
learn the most from my own. When I start to speak my own ideas out
loud, I convince myself of them and become my own best teacher.
This process of communicating about the text further clarifies what
it is I am going to say in my paper.
Slide 16
With all my reading, preliminary writing, and reflecting done,
the hard part of writing a paper is over even before I have begun
writing the first draft. Its kind of like painting a house. If you
are thorough with the prep work of sanding and stripping, putting
on the fresh coat goes smoothly. I start by writing a rough thesis.
I say rough because in the process of writing, my thesis almost
always changes, sometimes subtly, sometimes radically. Next, I list
the main points I intend to use to prove my thesis. I write the
thesis and the proof statements below the thesis. I see these
statements as labels which will organize my paper. Again, as I
begin to write, I often adjust and readjust these ideas, sometimes
getting rid of both minor and major ideas altogether, either
because they are not relevant to the point I am trying to prove, or
they require more information than I have to back-up.
Slide 17
Intro (What is given and what results from that.) Thesis: Gifts
= Tender (Not gifts) which indebt the recipients in the system of
hierarchy in Celestina??? Body: Why are gifts curses in Celestina?
Why are they used as tender? What does the patriarchal system of
hierarchy have to do with it? PROVE my thesis... 1. Gifts hide
sinful or base motives. 2. Nature of gifts determined by class of
characters. 3. Celestinas ambiguous role in the gift-giving process
4. Power gained through giving (Celestina vs. Melibea) 5. Why
Elicia & Areusa are the only main character who do not die
(they exchange gifts from equal footing to one another) Conclusion:
Something wildly brilliant. (To be announced)
Slide 18
I mean this, of course, literally and figuratively. At this
point, I sometimes feel tempted to procrastinate. It is a mystery
to me why it always happens here. I get tentative and nervous. It
is better if I do not give in to this feeling. If do succumb, at
least my laundry is done and put away. But, eventually, hopefully
sooner rather than later, I must proceed.
Slide 19
Back to the labeled statements which are the proof of my
thesis... Under each label I place relevant information. Quotes,
analysis, and elaboration related to each labeled paragraph is then
typed out. I organize ideas the way I organize my dresser drawers.
Each idea is given a certain category and each paragraph is like a
drawer to put it in. Socks go in the socks drawer and introductory
general information goes in the first paragraph. You get the idea.
Generally, the introduction leads up to the thesis statement. The
body of my paper contains the organized points I make to support
the thesis. I conclude with information gleaned from the bigger
picture questions I asked myself earlier.
Slide 20
This sounds neat and tidy, but its not. Its messy. Its chaotic.
Its wildly, maddeningly, exhausting...and also somehow
exhilarating. Sometimes it takes more than one paragraph to write
the introduction. Sometimes it takes several paragraphs to make one
point. Sometimes the conclusion introduces a whole new idea as a
result of all my intellectual blathering. The cursor goes back and
forth across pages. Sentences are cut and pasted into more
appropriate paragraphs. Paragraphs are cut and pasted for smoother
transitions and more linear reasoning. While there are many
strategies to organizing a paper before, during, and after writing
it, this is a learned process that takes practice. Do not hesitate
to enlist help from a professor or Writing Center tutor or
classmate who knows their stuff when you can no longer see
straight. I have gone to the writing center to clarify my own ideas
many times and have found it an invaluable resource well worth the
time it takes to get there and sit through an appointment. 30
minutes with a tutor has saved me hours of chasing my own thoughts
around without the objective eye a tutor can cast upon the
deliriously, delicious process of writing a paper.
Slide 21
Call me a sucker for details, but I love to put the finishing
touches on my papers. Once I feel satisfied my ideas are
sufficiently stated and organized (or I am simply running out of
time to write), I print out my paper and read it out loud. I keep a
pen in hand as I do this. When something sounds off or a sentence
is awkward, I trash the paper the way I trashed my book. I become a
grammarian artist scribbling out words that are redundant and
inserting more intelligent sounding ones. I draw in commas and
strike some out. I repair painfully long run- on sentences. I
reword things that sound confusing. If it sounds confusing to me
and its my idea, I can be sure the professor will be scratching her
head. I look things up in my Writers Reference book. I make sure
all my quotes are cited, as well as anything I have paraphrased. I
double check my Works Cited page. Then, I read it again. And again.
And again. If I can round up a friend or family member who isnt
already too weary of hearing me talk about this text, I ask them to
read it too. Honestly, after doing this much work on a paper,
feedback at this point is more for my ego than correction
though.
Slide 22
Slide 23
The Tender Gifts of Celestina None of the gifts exchanged in
Celestina are blessings upon the receivers but are more analogous
to curses. Calisto flatters Melibea, which insults her because
flirtation is contrary to societal norms of discretion and proper
courtship. Melibea then rewards Calisto with rejection, which
devastates rather than delights her enamored recipient. Calistos
servants Sempronio and Prmeno attempt to give Calisto sound advice,
which would presumably cure him of his fatal obsession. Their
compensation for this offering is harsh reprimands. Celestinas
lethal conspiracy to coerce Melibea to succumb to Calisto is
supposed to profit everyone involved, but becomes the corollary to
their deaths. The only major characters in Celestina who survive
all this lethal generosity are Elicia and Areusa. It is this tangle
of self-seeking gift exchange that propels the plot forward. A web
of manipulative deceptions is weaved into interpersonal and
material exchanges across class boundaries. These offerings are
frequently framed in coded language which submerges scandalous or
taboo intentions. Rigid social constructs within a hierarchical
society result in so-called gifts becoming forms of tender rather
than endowments of generosity and goodwill.
Slide 24
I had a teacher tell me once that when she was in college, she
was never finished with a paper until five minutes before it was
due. When its time to turn your paper in, give yourself a pat on
the back for working so hard to get it done. Keep working to make
your writing process your own. Note what worked and what didnt and
incorporate that into your next round of copious reading, dizzying
reflection, and disciplined writing. And by the way, everything in
life is writable about if you have the outgoing guts to do it, and
the imagination to improvise. The worst enemy to creativity is
self- doubt. ~Sylvia Plath Happy writing!