Project #11114 - Process Analysis Essay Prewriting


Process Analysis

Essay Prewriting







To use the first-person pronoun I in an effective manner and

incorporate narrative and descriptive techniques. You’ll use


the process format to create a draft that will eventually be


developed into a lengthier essay.




The topic for this essay is balancing Penn Foster studies with


work and family demands.





This assignment contains two parts. Each part is one paragraph

of no less than 500 words.


Using the narrative or storytelling technique detailed in your


book, you’ll describe, in detail, the stresses you face in daily


life, and then you’ll detail the process of how you cope and


accomplish your schoolwork. You should use a paragraph


structure to plan the narration portion of what will eventually


become your essay in Lesson 5. This part of the assignment


should be at least 500 words.


Next, you’ll use process analysis to describe, through narration,


how you accomplish your weekly scheduling of family, work,


and school. You should again create a paragraph to accomplish


this, and this second paragraph should be at least 500 words.


When completed, you’ll have the two segments that will


eventually help to form your first essay.






This is an example of what the description portion might look



My name is Jean. I am in my mid-forties, and I would


never have expected that I would one day have so many


different hats to wear. My husband thought it was a great


idea; he knew that I always wanted to be a real nurse and


that if we hadn’t gotten married so young and I hadn’t put


him through school that I would have been one. He was


so encouraging about it in the beginning. The boys thought


it was cool too; they both said it was going to be fun to


have to nag me to do my homework for a change. So finally,


with my family’s blessing, I decided to go back to school


to get a degree in nursing. When I made the decision,


everyone in my family agreed to do their part to make


sure I would have time to study and get through the


exams successfully. But now, a few months into school,


when I come home from my full-time job as a nurse’s


aide and take off that hat, it seems as though my day


has barely started. With two teenage children living at


home, I must put on my mother’s hat and enforce household


rules, dispense of advice, help with homework, and


occasionally provide a shoulder to cry on. Before my


husband comes home from his job, I have to pop on my


chef’s hat and get dinner started; the maid’s hat will come


out later when I do the family’s laundry and clean the


bathrooms. As if all this weren’t enough, the responsibility


has also fallen to me for looking after my aging mother,


thanks to my sister who can’t even look after herself. Two


or three evenings a week I slip on my daughter’s hat and


make the trip across town to my mother’s house, where I


spend an hour or so paying bills, restocking the cupboards,


and helping with other household chores. At least all I have


to do is light dusting, sitting at the table, and listening to


her talk about her television programs. In between all of


these other pressures on my time, I need to study and


take a test because I got an e-mail and need to attend


another webinar! Sometimes I really don’t know where I


am going to find the time, energy, or money to do all of


this, and I wonder once again if this is really worth it.


When I finally get some time around 11:30 at night, I


Examination, Lesson 4 85


discover that the dog has chewed through my study


guide. Okay, I take a breath because I think I can


remember most of the material, and I log onto the Web


site to take the test. However, when I do I discover that


my son has gotten onto my account and taken the exam.


Of course he failed! The next day when I call the school,


no one there believes me at first, and then I get advise


not to leave my passwords out and that I can retake the


exam in 48 hours. My frustration level has hit a new


high! Once again I am wondering why I am putting


myself through all this.


Here’s an example of what the process portion might look like:


After the first time that rotten dog chewed one of my study


guides and my 13-year-old son took one of my exams


because he wished to be helpful, I realized I needed a better


strategy to accomplish this whole school thing. I mean, I


am organized at work. After all, I need to be because I am a


nurse’s aide and I can’t mess up people’s charts or else I


would get fired. I must be organized in paying my mother’s


bills and taking care of my home finances, or else the bill


collectors will come after me. I make decent meals and


make thought-out grocery lists for both houses because I


only want to go to the store once a week and don’t want to


track back and forth through the aisles and buy impulse


items like I know they want me to. However, I need to


get a plan in place to make this work because this is


important to me. First, I call a family meeting and remind


them about the conversation we had and all the promises


they made before I started school. Next, I decide to


change my password and not leave it lying around so that


my son won’t get at it when he thinks he is trying to help.


Then, I get all my books and put them in one place on a


shelf next to the dining room table. I cannot have my own


room because we can’t afford another computer, but now


everyone knows this is my stuff and no one is supposed


to touch it. I made that fact clear after I yelled at them


during my tirade over the destroyed book and exam my


son took. Next, I ask my husband if he could help with the


cooking or would mind pizza one night a week so I would


have more time to study. Then, I teach my oldest son how


86 Examination, Lesson 4


to run the washer and dryer; after all he is almost 16, and


if he thinks I am going to follow him to college and do his


laundry he has another thought coming! I cannot do anything


about the time I devote to my mom, and I will not


begrudge her that. However, my sister can help a bit more


and has agreed to at least do the shopping and spend one


night a week with her; I’ll still pay the bills because my


sister can’t manage her own finances. Honestly, now that


I have a plan and everyone has agreed to help out more, I


don’t feel so stressed and have a bit more time to study,


so I feel better and think I can accomplish this.






All the assigned readings you’ve been given to date, coupled


with the objective exams, have brought you to the point where


you’re about to submit your first writing assignment. Your


submission will be evaluated according to a predetermined




From this point on, each time you submit a writing assignment,


you’ll have a similar rubric. Working with these rubrics, both


you and your instructors will understand exactly what’s expected.


Therefore, you should have an understanding of what each


of the areas in the rubric mean.





Ideas and content. The essay’s content is clear, original,

and pertains to the assigned subject. In addition, you should


have a well developed thesis that fits the topic, audience, and


purpose of the assignment. There should be enough evidence


(which shouldn’t be researched unless this is part of the


assignment) to help the reader understand the point you’re


making and to keep the reader’s interest.



Organization. All essays need a clear beginning, middle,

and end. Consider each paragraph as a mini-essay, containing


a thesis that’s related to the main purpose of the entire


Examination, Lesson 4 87


essay. Thinking this way can help your essay retain unity


and make sense. Use transitional phrases to ease the movement


and make connections between the paragraphs.



Voice. Use first person for personal essays. You want to

connect to your audience and demonstrate that you’re


present in your writing.



Word choice. Don’t, however, use slang, jargon, Internet

abbreviations, or profanity. Remember, these are college-level


essays; you aren’t texting your friends. However, you do


want to write from your heart—don’t use a thesaurus to


find awkward words that you would never use in normal conversation.



Sentence fluency. Mix your sentence styles. Readers often

dislike reading all short choppy sentences or one big run-on





Conventions. You’ve run a spell check and grammar check,

and you’ve proofread the essay. In addition, you’ve met the


length requirements.


Skill Levels


All these criteria are evaluated according to skill levels. here’s


an explanation of the skill levels:



Skill not evident. If the essay scored in this category, the

assignment either does not include this required element or


severely lacks this trait.



Skill emerging. If the assignment scored in this category,

the writing lacks the trait or is below average for a collegelevel





Skills developing. If the essay scored in this category, the

essay shows effort and competence but indicates a lack of


complete understanding or command in this area.



Skill realized. If the assignment scored in this category,

the writing demonstrates that you’re in command of the

























Essays must be typed, double-spaced, using a standard 12-point font and left justification. Use




1-inch margins at the top and bottom and 1.25-inch margins for the left and right sides of the


document. Each page must have a properly formatted header containing your name, student


number, exam number, page number, mailing address, and e-mail address.







































Subject English
Due By (Pacific Time) 09/02/2013 10:00 pm
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