PREFACE

Assalamu’alaikum , wr, wb.

First of all, thanks to Allah SWT because of the help of Allah, writer can finished
writing the paper entitled “The Compossing Process : Generating Ideas, Drafting, Revising
And Editing” right in the calculated time.

The purpose in writing this paper is to fulfill the assignment that given by Mrs.widya
arika, m.pd as lecturer in English lesson.

And in arranging this paper, the writer trully get lots challenges and obstructions but
with help of many indiviuals, those obstructions could passed. Writer also realized there are
still many mistakes in process of writing this paper.

Because of that, the writer says thank you to all individuals who helps in the process
of writing this paper. Hopefully allah replies all helps and bless you all. The writer realized
this paper still imperfect in arrangment and the content. Then the writer hope the criticism
from the readers can help the writer in perfecting the next paper. Hopefully, this paper can
helps the readers to gain more knowledge about The Compossing Process : Generating Ideas,
Drafting, Revising And Editing.

Wassalamu’alaikum, wr, wb.

Baturaja, september 7th, 2016

writer

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 CHAPTER I

INTRODUCTION

A. BACKGROUND

The key to a great paper is in the planning. Before sit down to write something, need
to the compossing process. The compossing process is have some steps as like generating
ideas, drafting, revising and editing for what want to write. And if use this compossing
process well hopefully can writing well to. Knowing how to draft, revise, and edit can make
the task of creating a document easier. With each successful paper, these jobs become
simpler. A writer can become an expert at the stages of paper development, and can
experience a genuine satisfaction when he or she produces a quality paper.

B. PROBLEM FORMULATION

1. What is the meaning of generating ideas ?

2. What is the meaning of drafting ?
3. What is the meaning of revising and editing ?
4. How the steps of that compossing process ?

C. PURPOSE

To knowing and understanding about the compossing process is generating ideas,

drafting, revising and editing. And to explain for other students about it.

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 CHAPTER II

CONTENT

A. DEFINITION OF THE GENERATING IDEAS

Generating ideas is the first stage in compossing process, in this step the writer must
have many or much ideas for what the writer want write. For an essay, the writer might
generate a “working thesis” or a main idea that the writer would like to explore, and then start
collecting information about it.

A number of studies confirm that good writers have a plan before they actually start
writing, a road map of where they want to go (Krashen, 1984). These plans, however, are not
always formal outlines, and they are not written in stone – they are flexible plans. As writers
write, as they come up with new ideas, they change their plans.

Without a plan of some kind, writers run the danger of losing their way, of “wandering
off” into areas they did not intend to explore. This may lead to unexpected discoveries, but it
can also be counterproductive when a definite problem needs to be solved. While some poor
writers have no plan, others overplan. Their plans are often rigid, and they are unwilling to
change them. Such writers are unprepared for new ideas that emerge while they write, and
even regard them as annoyances. This is a tragedy.

“For all the planning, writers are surprised at what they write” (Murray, 1990, p. 91).

And for generating ideas have many ways too.

The ways to generate ideas is :

 Free write or use jurnal

 Brainstorms your likes and dislikes, and things, people, place and hobbies that are
important to you
 Use graphic organizers
 Determine the who, what, where, when, why, and how a topic
 Determine what you already know and what you still need to learn

B. DEFINITION OF THE DRAFTING

Drafting is the second stage in compossing process, this is the continue step after
generating ideas. During the drafting stage, should concentrate on getting ideas for writing,
organizing information logically, and developing the topic enough detail for audience and
purpose.

This is 5 steps to completing your first draft. Follow these stages of preparation and
production to assemble a first draft of written (or spoken) content.

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1. Identify Your Purpose

What is the reason for writing the content? Are you objectively presenting
information? If so, is it for educational purposes, or for entertainment — or both? Are
you writing to help someone make a decision, or encouraging someone to take action?
Identifying your goal for the content will help you shape the piece.

2. Identify Your Readership

Who are your intended readers (and your unintended ones)? What is their level
of literacy, and what is their degree of prior knowledge of the topic? Imagining who
your readers are will help you decide what voice and tone to adopt, how formal or
informal your language will be — though that factor also depends on your approach
(see below) — and how much detail or background information you provide.

3. Identify Your Approach

Should your content be authoritative, or is it the work of someone informally

communicating with peers? Are you offering friendly advice, or is your tone
cautionary? Are you selling something, or are you skeptical? Should the content be
serious, or is some levity appropriate?

Determining your strategy, in combination with identifying your readership, will help
you decide how the piece will feel to the reader.

4. Identify Your Ideas

Brainstorm before and during the drafting process, and again when you revise.
If appropriate, talk or write to intended readers about what they hope to learn from the
content. Imagine that you are an expert on the topic, and pretend that you are being
interviewed about it. Write down the questions and your answers to help you structure
the content. Alternatively, present a mock speech or lecture on the topic and transcribe
your talk.

Draft an executive summary or an abstract of the content, or think about how you
would describe it to someone in a few sentences. Or draw a diagram or a map of the
content.Using one or more of these strategies will help you populate your content with
the information your readers want or need.

5. Identify Your Structure

Craft a title that clearly summarizes the topic in a few words. Explain the main
idea in the first paragraph. Organize the content by one of several schemes:
chronology or sequence, relative importance, or differing viewpoints. Use section
headings or transitional language to signal new subtopics. Integrate sidebars, graphics,
and/or links as appropriate.
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C. DEFINITION OF THE REVISING AND EDITING

a) The revising
Revision is the step or stage of the writing process where the writer reviews
and then amends their essay. Revising is the rearrangement and fine tuning of a fully
developed — if not totally completed — draft so that the thesis or hypothesis is
aligned with the writer’s purpose, the development of the argument and its persuasive
conclusion, and the audience’s needs and characteristics. Revision is not a one-stop
stage in the writing process and often involves circling back and forth between
drafting. Good writers will go through multiple drafts and revisions before moving on
to the editing and proofreading stage. Revising differs from editing and proofreading
because it requires the writer to look at large-scale or global matters in their essay.
Use the following questions to evaluate your drafts. You can use your
responses to revise your papers by reorganizing them to make your best points stand
out, by adding needed information, by eliminating irrelevant information, and by
clarifying sections or sentences.
 Find your main point.
What are you trying to say in the paper? In other words, try to summarize your
thesis, or main point, and the evidence you are using to support that point. Try
to imagine that this paper belongs to someone else. Does the paper have a clear
thesis? Do you know what the paper is going to be about?

 Identify your readers and your purpose.

What are you trying to do in the paper? In other words, are you trying to argue
with the reading, to analyze the reading, to evaluate the reading, to apply the
reading to another situation, or to accomplish another goal?

 Evaluate your evidence.

Does the body of your paper support your thesis? Do you offer enough
evidence to support your claim? If you are using quotations from the text as
evidence, did you cite them properly?

 Save only the good pieces.

Do all of the ideas relate back to the thesis? Is there anything that doesn't seem
to fit? If so, you either need to change your thesis to reflect the idea or cut the
idea.

 Tighten and clean up your language.

Do all of the ideas in the paper make sense? Are there unclear or confusing
ideas or sentences? Read your paper out loud and listen for awkward pauses
and unclear ideas. Cut out extra words, vagueness, and misused words.
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 Eliminate mistakes in grammar and usage.

Do you see any problems with grammar, punctuation, or spelling? If you think
something is wrong, you should make a note of it, even if you don't know how
to fix it. You can always talk to a Writing Lab tutor about how to correct
errors.

 Switch from writer-centered to reader-centered.

Try to detach yourself from what you've written; pretend that you are
reviewing someone else's work. What would you say is the most successful
part of your paper? Why? How could this part be made even better? What
would you say is the least successful part of your paper? Why? How could this
part be improved?

b) The editing
The editing stage involves the identification and correction of factual errors,
deletion or revision of tangential issues, and rectification of omissions in a
written document. Once you feel you have a solid draft after multiple revisions, you
then move on to the editing and proofreading stage. Smaller-scale matters like
sentence structure, word choice, grammar, punctuation, spelling and mechanics are
examined at the editing and proofreading stages. Some strategies to keep in mind at
this stage are:
 Take a break. Even fifteen minutes can clear your head.
 Read the draft slowly, and read what you actually see. Otherwise you are likely
to read what you intended to write but did not.
 Read as if you are encountering the draft for the first time. Put yourself in the
reader’s place.
 Have a classmate, friend, or relative read your work. Make sure you
understand and consider the reader’s suggestions, even if you decide not to
take them.
 Read the draft aloud and listen for awkward rhythms, repetitive sentence
patterns, and missing or clumsy transitions.
 Learn from your own experiences. Keep a record of the problems that others
have pointed out in your previous writing. When editing, check for the same
types of errors.
 Use this checklist for editing and proofreading to assist you as you move
toward the final stage of publishing:
 Are my sentences clear? Do my words and sentences mean what I intend them
to mean? Is anything confusing?
 Are my sentences effective? How well do words and sentences engage and
hold the reader’s attention? Where does the writing seem wordy, choppy, or
dull?
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 Do my sentences contain errors? Where do surface errors interfere with the
clarity and effectiveness of my sentences? Check especially for: sentence
fragments, comma splices, verb errors, and pronoun errors.
 How is my word choice? Have I used appropriate and exact language? Do I
overly repeat words that should be changed for variety?
 Have I used effective transitions both between sentences and between
paragraphs?
 Is my spelling accurate and punctuation correct?

c) The different of revising and editing

What is the difference between revising and editing? This is a question we get
asked a lot – there seems to be a lot of confusion surrounding the types of changes that
need to be made to a manuscript in order to make the story stronger and prepare it for
submission to publishing houses. In this article we will go over the key differences to
help you understand more about the writing process to prepare for publishing.
 Editing
When editing a manuscript, only the structure of writing is corrected. These are
minor changes that include:
 Spelling
 Grammar
 Punctuation
 Sentence structure
When editing, your overall story remains exactly the same – you are simply
fixing mistakes you have made while writing it, such as typos, grammar errors,
and spelling mistakes.

 Revising
When revising your manuscript, you are changing the meaning or way in
which the reader perceives, experiences and interprets it. This can be
accomplished by:
 adding new thoughts
 clarifying existing thoughts
 choosing more descriptive words
 improving overall clarity of ideas presented
 enhancing character development
 adding more detail
 Eliminating unnecessary elements
When revising your manuscript you are literally conducting a re-VISION of
your previous work to make your story stronger and improve clarity to your
readers.
 TABLE OF CONTENTS

PREFACE i

TABLE OF CONTENT ii

CHAPTER I. INTRODUCTION

A. GENERAL 1
B. PROBLEM FORMULATION 1
C. PURPOSE 1

CHAPTER II. CONTENT

A. DEFINITION OF THE GENERATING IDEAS 2

B. DEFINITION OF THE DRAFTING 2
C. DEFINITION OF THE REVISING AND EDITING 4

CHAPTER III. INFERENCE

A. CONCLUSION 7

REFERENCES iii

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 CHAPTER III

INFERENCE

A. CONCLUTION

The composing process involves the methods used by writers to discover ideas,
formulate goals, make plans, ex press ideas, and assess, revise, and edit their writing. Several
years ago, few studies examining the children's composing process could be found in the
literature. Yet re cently, there has been an increased interest in all facets of composing. This
interest has resulted from a concern for improving reading and writing skills, and has been the
impe tus for increased research activity. As a result of this re search activity, models
describing the composing process have been developed, and new issues are continuing to gain
attention. One such issue relates to the techniques that children use when composing.

The fundamental generalization underlying the composing process is simple: Writing

makes you smarter. When we write, our mind automatically helps us solve problems, and in
doing so, stimulates intellectual growth. The claim has been made, in fact, that writing is the
primary means by which we get new ideas: Inspiration, suggests Boice (1994), is the result of
writing, not the cause, a view shared by several professional writers, as we will see later.

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 REFERENCES

http://www.sdkrashen.com/content/articles/krashen_2014_the_composing_process_.pdf

http://www.inc.com/kevin-daum/7-ways-to-generate-great-ideas.html

http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1628&context=reading_horizons

http://www.dailywritingtips.com/5-steps-to-completing-your-first-draft/

http://library.defiance.edu/writingprocess/revisingetc

http://www.learnnc.org/lp/editions/writing-process/5811

http://www.learnnc.org/lp/editions/writing-process/5812

http://thinkwritten.com/difference-between-revising-and-editing/

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