A
piece of academic writing should present elaborate ideas while respecting
certain conventions as regards its structure. Intermediate learners, who may be new to
academic writing, may find this a daunting task. That is why within the
framework of process writing, at the
stage of structuring their work I invite my students to think metaphorically: I
make them view the writing experience as an exciting round trip, on which they
embark with a certain purpose, a clear destination and a well-planned itinerary
in mind.
What a trip and a piece of
academic writing have in common is that they unfold in a linear fashion, with a
beginning, a development and a conclusion. Just like a traveller who announces their
destination and tells us the purpose of their trip, the introduction of the essay
is the stage in which the writer tells their readership what they are going to
write about, provides relevant background information and presents the thesis
statement.
The body of the piece is the part in
which they actually start to move
forward on the road. Every paragraph can be viewed as subsequent legs of
the journey, the topic sentences being the stopovers through which the
composition advances. Topic sentences have a double function: to keep the text
cohesive by establishing a semantic link
to the thesis statement, and to announce
what the body paragraph they introduce is about. We should not forget that in each stopover the
traveller meets people, takes photographs and enjoys views; likewise, the
initial announcement is expanded by supporting sentences through arguments,
examples and details. Before returning to the road, they may look back at the
place and recall their experiences there. This is equivalent to the concluding
sentence in each body paragraph, in which the information that has been
discussed in the paragraph may be summarized.
Being a round trip, as their journey
is coming to a close I invite students
to think what they do when they come back home. After having stopped at all the
places they had planned to visit in their itinerary , they probably go over the
pictures they took during their journey and recall the experiences they lived
there. Similarly, the conclusion looks
back at the introduction, makes allusions to the development of the writing and
the ideas displayed there, to finally come to a close.
As I
said before, to structure a piece of academic writing in a foreign language may
be an arduous task for some students, especially when writing in a foreign
language. I consider that making them
approach this task in a metaphorical way, helps them apply a cognitive
structure they are familiar with to a new one, which makes the task easier and more
enjoyable.
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