Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Bayambang Campus
COLLEGE OF TEACHER EDUCATION
Bayambang, Pangasinan

A.Y 2021

WRITTEN REPORT IN CREATIVE WRITING

TOPICS: PRE-WRITING AND ACTUAL WRITING

Discussants:

Arenas, Raymond S.

Campos Rizalyn S.

Ferrer, Virginia F.

Galsim, Lean Emgil R.

Imus, Alyssa

Lim, Patricia

Melendez, Marielle

(GROUP 1)
Course Code and Title: COG 2 – Creative Writing

I. Introduction
This first chapter of the course, Creative Writing covers the topics of role and audience
of pre-writing, format and topic of pre-writing, strong verb and the purpose of writing, intensive
planning for writing and lastly, the review on the parts of writing essay.

II. Objectives
At the end of the discussion, 75% of the learners should be able to do the following with at least
80% proficiency level:

1. identify the main factors to be considered in pre-writing process;

2. explain each purposes of writing
3. differentiate strong verbs and weak verbs in writing
4. be cognizant on the different methods in planning for writing
5. distinguish the three main parts of an essay

III. Content

Topic 1: ROLE AND AUDIENCE AS PRE-WRITING CONCERNS

Pre-writing is the first stage in the process of writing which the writer needs to consider
some factors like their role or purpose why they are writing and also their target audience, who
will read their output.

Role or purpose, this pertains to the reason of the writer why he or she is writing.
Knowing your general and specific purposes for writing at the outset of the writing process helps
keep you on track with topic selection. As a writer, you must understand the purpose of your
writing. Writers always have a specific reason for writing, and purpose includes what the author
intends to accomplish in the writing and how the author wants the reader to use the information.
Purpose bridges the gap between audience and content, linking them inextricably to you, the
writer.
 Audience, those who will read what you write. Audience is one of the most integral parts
of writing regardless of an author’s skill or proficiency. Knowing your audience, it guides the
intent of your writing and determines how complex or how simple your piece should be. It also
helps you determine what perspective is appropriate to write from, and it provides you with an
understanding of what is going to either appeal to or deter your audience.

Furthermore, when you are aware about who are your readers, it allows you to use the
most appropriate tone for the message you’re trying to convey. It also enables you to pick the
right words. When you choose words to express your ideas, you have to think not only about
what makes sense and sounds good to you, but what will make sense and sound best to your
readers. Thinking about your audience and their expectations will help you make decisions
about word choice.

Audience's experience and knowledge of the subject needs to be considered for

communication to be effective: too technical and specialized information may be above the
reader's level of comprehension; a too basic or simple approach will bore the reader. The
question to ask is: What does the reader have to gain from reading this essay? The purpose will
be to inform, to entertain, or to persuade. Often these purposes will be combined in a paper,
each purpose occurring in function of another.

For example, Jose Rizal composed the poem “To the Filipino Youth,” dedicating to the
youth of the Philippines. He wanted the Filipino youth to use their capabilities, talents and skills
to stand out not only for their own praise and success but also for the praise and success of
their own motherland, the Philippines.

Based on the example, we can already determine the target audience in Rizal’s poem.
He dedicated his poem to the Filipino youth. In terms of his purpose why he wrote that poem, he
wanted to inspire and at the same time persuade the Filipino youth.
 Topic 2: FORMAT AND TOPIC

Format

"Prewriting is the 'getting ready to write' stage. The traditional notion that writers have a
topic completely thought out and ready to flow onto the page is ridiculous. Writers begin
tentatively—talking, reading, brainstorming—to see what they know and in what direction they
want to go." -Gail Tompkins, Rod Campbell, and David Green, Literacy for the 21st Century.
Pearson Australia, 2010.

Sharon Sorenson implies that ""Usually, the prewriting activities help you find a good
topic, narrow topics that are too broad, and look at purpose".

Pre-writing strategies use writing to generate and clarify ideas. While many writers have
traditionally created outlines before beginning writing, there are several other effective prewriting
activities. We often call these prewriting strategies “brainstorming techniques.” Five useful
strategies are listing, clustering, freewriting, looping, and asking the six journalists'
questions/pentad. There are also other prewriting strategies like journal writing, outline, and
reading. These strategies help you with both your invention and organization of ideas, and can
aid you in developing topics for your writing.

Listing

Listing is a process of generating a lot of information within a short time by generating some
broad ideas and then building on those associations for more detail. Listing is particularly useful
if your starting topic is very broad and you need to narrow it down.

 Jot down all the possible terms that emerge from the general topic you are working
on. This procedure works especially well if you work in a team. All team members
can generate ideas, with one member acting as scribe. Do not worry about editing or
throwing out what might not be a good idea. Simply write down as many possibilities
as you can.

 Group the items that you have listed according to arrangements that make sense to
you. Are things thematically related?
  Give each group a label. Now you have a narrower topic with possible points of
development.

 Write a sentence about the label you have given the group of ideas. Now you have a
topic sentence or possibly a thesis statement.

Clustering

Clustering, also called mind mapping or idea mapping, is a strategy that allows you to
explore the relationships between ideas.

 Put the subject in the center of a page. Circle or underline it.

 As you think of other ideas, write them on the page surrounding the central idea. Link
the new ideas to the central circle with lines.

 As you think of ideas that relate to the new ideas, add to those in the same way.

The result will look like a web on your page. Locate clusters of interest to you, and use
the terms you attached to the key ideas as departure points for your paper.

Clustering is especially useful in determining the relationship between ideas. You will be
able to distinguish how the ideas fit together, especially where there is an abundance of

ideas. Clustering your ideas lets you see them visually in a different way, so that you can
more readily understand possible directions your paper may take.

Free-writing

Free-writing is a process of generating a lot of information by writing non-stop for a

predetermined amount of time. It allows you to focus on a specific topic, but forces you to write
so quickly that you are unable to edit any of your ideas.

 Free write on the assignment or general topic for five to ten minutes non-stop. Force
yourself to continue writing even if nothing specific comes to mind (so you could end
up writing “I don’t know what to write about” over and over until an idea pops into
your head. This is okay; the important thing is that you do not stop writing). This
 freewriting will include many ideas; at this point, generating ideas is what is
important, not the grammar or the spelling.

 After you have finished freewriting, look back over what you have written and
highlight the most prominent and interesting ideas; then you can begin all over again,
with a tighter focus (see looping). You will narrow your topic and, in the process, you
will generate several relevant points about the topic.

Looping

Looping is a freewriting technique that allows you to focus your ideas continually while
trying to discover a writing topic. After you free write for the first time, identify a key thought or
idea in your writing, and begin to free write again, with that idea as your starting point. You will
loop one 5-10 minute freewriting after another, so you have a sequence of freewriting, each
more specific than the last. The same rules that apply to free-writing apply to looping: write
quickly, do not edit, and do not stop.

Loop your freewriting as many times as necessary, circling another interesting topic,
idea, phrase, or sentence each time. When you have finished four or five rounds of looping, you
will begin to have specific information that indicates what you are thinking about a particular
topic. You may even have the basis for a tentative thesis or an improved idea for an approach to
your assignment when you have finished.

The Journalists' Questions

Journalists traditionally ask six questions when they are writing assignments that are
broken down into five W's and one H: Who?, What?, Where?, When?, Why?, and How? You
can use these questions to explore the topic you are writing about for an assignment. A key to
using the journalists' questions is to make them flexible enough to account for the specific
details of your topic. For instance, if your topic is the rise and fall of the Puget Sound tides and
its effect on salmon spawning, you may have very little to say about Who if your focus does not
account for human involvement. On the other hand, some topics may be heavy on the Who,
especially if human involvement is a crucial part of the topic. Possible generic questions you can
ask using the six journalists' questions follow:
  Who?:

Who are the participants? Who is affected? Who are the primary actors? Who are the
secondary actors?

 What?:

What is the topic? What is the significance of the topic? What is the basic problem? What are
the issues related to that problem?

 Where?:

Where does the activity take place?

Where does the problem or issue have its source? At what place is the cause or effect of the
problem most visible?

 When?:

When is the issue most apparent? ( in the past? present? future?) When did the issue or
problem develop? What historical forces helped shape the problem or issue and at what point in
time will the problem or issue culminate in a crisis? When is action needed to address the issue
or problem?

 Why?:

Why did the issue or problem arise? Why is it (your topic) an issue or problem at all? Why
did the issue or problem develop in the way that it did?

 How?:

How is the issue or problem significant? How can it be addressed? How does it affect the
participants? How can the issue or problem be resolved?

The journalists' questions are a powerful way to develop a great deal of information
about a topic very quickly. Learning to ask the appropriate questions about a topic takes
practice, however. At times during writing an assignment, you may wish to go back and ask the
journalists' questions again to clarify important points that may be getting lost in your planning
and drafting.
Journal Writing

Journal writing is when a writer has visualized the parts he/she wanted to base on an
event that was written on a journal.

Outline

An outline is a plan for or a summary of a writing project or speech. Outlines are usually
in the form of a list divided into headings and subheadings that distinguish main points from
supporting points.

Reading

Reading can help a writer dig more information to what he/she clearly wants to write.
Reading can be the actual research of a writer before writing his/her idea completely.

Topic

Strategies for Finding a Topic

Prewriting is the planning process, which consists of determining your purpose and
audience, narrowing your topic and creating a framework for your documentation.

Determine your purpose

The purpose of your writing is to perform a specific goal. It may be writing an email to a
friend describing a recent trip to Europe or a lab report describing an experiment you performed
in Chemistry lab. Another reason for writing is to explain the process of installing software or an
argument paper explaining why your college needs a new food service organization.

When determining your purpose, you will determine the design of your information
(report, essay, list, letter, etc.) along with style or formality, organization, and appropriate
evidence.

Analyze your audience

 The audience is the primary reader of your document who reads it and takes action upon
it. The purpose of the writing should adjust the style or formality, the organization and level of
evidence to address the primary reader’s needs. (Note: In college writing, your audience will
often be your professor, or a teaching assistant.)

Generate topic ideas

As a writer, you need to determine the topic and narrow it depending on the purpose and
target audience.

Freewriting, brainstorming and clustering are the most common ways to generate ideas
in writing.

Topic 3: STRONG VERB/PURPOSES OF WRITING

What is a strong verb?

A strong verb is a better and more descriptive version of a basic verb that creates a stronger
visual and can help create a mood (or vibe) for the scene (Pope, 2021).

Strong Verbs vs. Weak Verbs

Weak verbs are the “basic” forms of a specific action while strong verbs are a specified form of
a broader action.

Examples:

Weak Verb Strong Verb Variations

Run Bolt, sprint, jog, sprint, race, dart, rush, dash, hasten, scurries, scamper,
hare, career, charge

Walk Slink, trot, mope, stroll, amble, trudge, plod, tramp, march, troop, wander,
prowl, footslog
 Weak Verb Strong Verb Variations

Make Create, forge, foster, brew

Say Speak, voice, purr, mutter, scream, utter, mumble, mutter, shout, sob,
whisper, insist, plead

See glance, admire, glimpse, spy, examine, peek, behold, spot, distinguish,
sight, view, observe

Ate devour, ingest, gobble, gulp, swallow, munch, chomp, feast, dine

The biggest difference between a strong verb form and a weak one in writing is in the clarity of
purpose and descriptive ability.

Strong verbs adds more punch to your text while weak verbs often need the help of adverbs to
describe how the action is performed to give more precise picture in readers’ minds.

Although you can use basic verbs and tell the same story, you can create a deeper impact
within the reader if you use strong verbs in its place.

Look at these examples:

Weak Verbs with the Adverbs Strong Verbs

He walked casually into the bar. He ambled into the bar.

She walked gingerly towards the car. She limped towards the car.

Tom drove home as fast as possible. Tom sped home.

Ralph gleefully accepted the chance to Ralph jumped at the chance to enter the

enter the cooking competition. cooking competition.

So the main thing you need to remember when it comes to strong verbs vs. weak verbs is how
specific it is.

Weak Verbs to Replace in Writing

To Be Verbs- these are the weakest verbs you can replace in writing. These verbs can pull
down the quality of your writing.

Basic Form of Verbs- these verbs do not give a specific description of what’s happening like
run, walk, say, sit.

To Be Verbs List

To be verbs are any verbs used to describe a state of being.

These are state-of-being verbs like to be verbs to look out for in your writing:

• Am • Do • Must

• Are • Does • Shall

• Be • Had • Should

• Been • Has • Was

• Being • Have • Were

• Can • Is • Will

• Could • May • Would

• Did • Might

In order to make your writer stronger, it’s important to know when to use them and when they’re
making your writing clunky and weak.

Here are a few examples of how to replace to be verbs with something stronger:
 Replacing Weak Verb with
"To Be" Verbs Sentence Replacing "To Be" Verbs
Strong Verb

She was walking through the She walked through the She slinked through the
corridor. corridor. corridor.

Conrad is afraid of the dark. Conrad fears the dark. Conrad cowers from the
darkness.

I was being chased by I was chased by someone I Someone I didn't know

someone I didn't know. didn't know. chased after me.

I was wanting to visit this forest I wanted to visit this forest for as I longed to visit this forest for as
for as long as I can remember. long as I can remember. long as I can remember.

How do Strong Verbs Improve Your Writing?

#1 – Stronger visuals

Strong verbs take a basic sentence and form a very specific image in the reader’s mind. Doing
this throughout the entirety of your writing or book will leave your readers feeling as if they just
stepped out of an entirely different world (Pope, 2021).

Take these strong verb descriptions for example:

• She walked into the room, her cape trailing after her.

• She charged into the room, her cape billowing after her.

• She strutted into the room, her cape flowing after her.

Each of these sentences is extremely similar in what they tell you; a girl with a cape entered a
room. But changing the verbs from “walked” to “charged” to “strutted” alters the way in which
she entered.

It tells you how the action is done.

And knowing how an action takes place sets up far more than just the image for the reader. It
tells them the mood the character’s in, increases suspense in some cases, and even creates
anticipation for what’s to follow.

#2 – More impactful emotions

One of the main reasons to use strong verbs in writing is to create a more emotional impact.

When you want to create a strong reaction in your reader, no matter what type of reaction that
is, you need to use strong verbs (Pope, 2021).

Here’s an example of creating more anxiety or anticipation in your readers:

• My heart was beating so fast I could hear it.

 • My heart crashed against my ribs, echoing in my head.

The second sentence gives a clearer picture of anxiety that must be felt.

Because replacing “was beating fast” with “crashed against my ribs,” shows you just how hard
my heart felt. And that’s the difference between a weak verb and a strong one.

#3 – Helps you show, not tell

One powerful way to show more and tell less is to use strong verbs. It forces you to think more
about the visual you’re trying to show the reader instead of just telling them what happened.

Because showing creates a stronger emotional connection between the reader and your book,
replacing weak verbs with more powerful ones will hook your readers.

#4 – They reduce weak adverbs

When you’re writing, you may have a tendency to write sentences like, “I gripped the steering
wheel firmly.” While this doesn’t look like a terrible sentence, it also doesn’t convey a very
strong visual.

Whenever you have an adverb, you should replace it with a stronger verb. That’s all an
adverb is. It gives your weak verb a boost but it doesn’t actually make your sentence any
stronger.

Instead, replace “gripped firmly” with a powerful verb like “clenched” or “squeezed.”

“I clenched the steering wheel” is a much stronger sentence that gives a clearer visual.

#5 – They make more concise writing

When you replace weak verbs and adverbs with a single stronger verb, you get rid of the excess
writing that can make reading harder.

It also saves you a ton of time cutting words during the editing phase.

Because you’re using one word to create a strong visual, you won’t have to write more trying to
describe how it looks to you. That strong verb does the job for you.

This also allows for easier, more fluid writing and reading.

Here’s a list of strong action verbs to improve your writing:

• Absorb • Amend • Bash

• Advance • Amplify • Batter

• Advise • Attack • Beam

• Alter • Balloon • Beef

• Blab • Dangle • Explode

• Blast • Dash • Explore

• Bolt • Demolish • Expose

• Boost • Depart • Extend

• Brief • Deposit • Extract

• Broadcast • Detect • Eyeball

• Brood • Deviate • Fight

• Burst • Devour • Fish

• Bus • Direct • Fling

• Bust • Discern • Fly

• Capture • Discover • Frown

• Catch • Dismantle • Fuse

• Charge • Download • Garble

• Chap • Drag • Gaze

• Chip • Drain • Glare

• Clasp • Drip • Gleam

• Climb • Drop • Glisten

• Clutch • Eavesdrop • Glitter

• Collide • Engage • Gobble

• Command • Engulf • Govern

• Commune • Enlarge • Grasp

• Cower • Ensnare • Gravitate

• Crackle • Envelop • Grip

• Crash • Erase • Groan

• Crave • Escort • Grope

• Crush • Expand • Growl

• Guide • Mint • Poison

• Gush • Moan • Pop

• Hack • Modify • Position

• Hail • Multiply • Power

• Heighten • Muse • Prickle

• Hobble • Mushroom • Probe

• Hover • Mystify • Prune

• Hurry • Notice • Realize

• Ignite • Notify • Recite

• Illuminate • Obtain • Recoil

• Inspect • Oppress • Refashion

• Instruct • Order • Refine

• Intensify • Paint • Remove

• Intertwine • Park • Report

• Impart • Peck • Retreat

• Jostle • Peek • Reveal

• Journey • Peer • Reverberate

• Lash • Perceive • Revitalize

• Launch • Picture • Revolutionize

• Lead • Pilot • Revolve

• Leap • Pinpoint • Rip

• Locate • Place • Rise

• Lurch • Plant • Ruin

• Lurk • Plop • Rush

• Magnify • Pluck • Rust

• Mimic • Plunge • Saunter

• Scamper • Snowball • Toddle

• Scan • Soar • Transfigure

• Scorch • Spam • Transform

• Scrape • Sparkle • Travel

• Scratch • Sport • Treat

• Scrawl • Sprinkle • Trim

• Seize • Stare • Trip

• Serve • Starve • Trudge

• Shatter • Steal • Tussle

• Shepherd • Steer • Uncover

• Shimmer • Storm • Unearth

• Shine • Strain • Untangle

• Shock • Stretch • Unveil

• Shrivel • Strip • Usher

• Sizzle • Stroll • Veil

• Skulk • Struggle • Wail

• Slash • Stumble • Weave

• Slide • Supercharge • Wind

• Slink • Supersize • Withdraw

• Slump • Surge • Wreck

• Slurp • Survey • Wrench

• Smash • Swell • Wrest

• Smite • Swipe • Wrestle

• Snag • Swoon • Wring

• Snarl • Tail • Yank

• Sneak • Tattle • Zing

PURPOSES OF WRITING

What are the purposes of writing?

According to an anonymous author,” When a person writes something, he or she has

purposes for writing. The writer may have motivations of which he or she is unaware. The
writer may also have mixed, and even contradictory, motivations for writing. For instance, a
student writing an essay for a class may wish to please the teacher and to amuse his or her
classmates. Unfortunately, what might amuse classmates the teacher could find
unacceptable. In general, people write either because they are required to or because they
choose to write for their own reasons. Required writing happens on the job and in school.
Self-chosen writing happens in many circumstances. Both required and self-chosen writing
can be of many kinds. In either case, reflection on different purposes for writing can help one
produce the most effective piece of writing.”

EXPRESSIVE PURPOSE

According to Skrabanek (2012), “the focus of the expressive purpose is on the writer.
The expressive purpose is used to communicate, or express, the personal feelings or
thoughts of the writer. This kind of writing is concerned primarily with the writer as an
individual. Much expressive writing could be termed anecdote. The writer may include
personal opinions, personal values, or autobiographical episodes. First-person and second-
person pronouns, substandard grammar, slang, and vulgarity are also common in this
purpose. Some expressive writing is eloquent and articulate. Other expressive writing is
substandard in grammar and vulgar in style. Conveying the personal experience of the writer
dictates the style of the writing. A refined London gentleman would likely have a different
writing style than some regular joe from the south side of Dumbuttown. Personal style is one
minor characteristic of expressive writing. Grammar is another minor characteristic of
expressive writing, especially substandard grammar. But be aware that bad grammar can
cripple the effectiveness of the writer using any purpose. If your reader can't understand
what you mean, whose fault is that? The responsibility of the reader does not include trying
to figure out what your sloppy writing means. The writer is responsible for conveying the
information, not for assuming the reader gets it."

Kinds of Expressive Writing

• Diaries and journals

• Autobiographies or memoirs
• Personal writings and observations
• Personal values and beliefs
• Personal songs and poems
• Opinion or thought pieces

Features and Characteristics

• Focus is on the writer.

• Purpose: to express personal feelings or thoughts
• Uses subjective language (first-person pronouns)
• Style:
o informal (standard grammar and usage; typical in college writing)
o colloquial (conversational, cliché, common language)
o vulgar (off-color, profane, crude)

Main Characteristics:

o use of first-person pronouns

o personal emotions
o personal experiences or autobiography
o personal values
o self-definition or self-discovery

Minor Characteristics:

o slang
o humor
o vulgarity
o figurative language
o substandard grammar

When You Use the Expressive Purpose to Write

• Keep the focus of the writing on yourself.

• Use first-person pronouns: I, me, my, we, etc.
• Express your feelings, ideas, or opinions. Tell how you feel or think about
something.
• Give a sense of your personal values.
• Include personal experiences or autobiography.
• Define or label yourself.
 Example

Bad Ads Make Me Mad

by R.U. Goofie

You know, boys and girls, I hate commercials. Stupid fake people saying stupid
things to make you want to buy something you don't need. Half the time, I can't even
figure out what they are advertising. In this matter, I agree with my old daddy, who
says, "Why can't they just talk about the damn product?" How can I tell if I want to
buy something--a car, for example--if all the ad shows me is that people who ride in
it act kinda stupid? Why do they tryPOETIC
to be so PURPOSE
cute or clever? That crap really irks me.

Poetic (or literary or stylistic) purposes focus on the message itself—on its language,
on the way the elements of language are used, on structure and pattern both on the level of
phrase and of the overall composition. Poetic writing can be in prose as well as in verse.
Fiction has poetic purposes. Anytime one writes with an emphasis on the way the language
is used, one has a poetic purpose.

How to Find Purpose and Meaning

According to Dean (2017),” simply put, the poem's purpose is the reason why the
author picked up the quill, pencil or pen or sat down at the keyboard in the first place. To
determine purpose, ask yourself what the poet's intent was when she began to write. For
example, did she want to inspire, entertain or teach? The poem's meaning, on the other
hand, is its message to an individual or collective readership. To figure this out, ask yourself
what the poem made you think, feel, see, hear and taste, and what you learned from the
poet's words.”

Can You Ever Really Know a Poet's Purpose?

According to Dean (2017), “because poetry is an enigmatic art, it could be said that
figuring out a poet's true purpose is impossible. Short of a face-to-face interview or a written
critique of her own work, there is no way to tell with perfect accuracy what the author was
thinking at the time. Even with an interview or written analysis as evidence, it could be
claimed that the poet changed her mind about her work or that she misremembered.
However, poets do leave clues to their intent throughout their poems. If a poem contains
humor, at least one of its purposes must be to entertain. If the poet includes a heartfelt call to
action, she must be trying to persuade you to act. If the poem has a melancholy tone, the
poet is trying to elicit that same feeling from the reader. You will never know for sure, but you
can make an educated determination.”
 CONATIVE PURPOSE

Conative purposes. Conative writing seeks to affect the reader. Persuasive writing is
conative; so is writing intended to entertain the reader. Writing intended to arouse the
reader's feelings is conative. Conative writing may take about any form, so long as its
intention to persuade the reader or affect the reader emotionally.

INFORMATIVE PURPOSE

The primary purpose of informative/explanatory writing is to increase the

understanding of the reader. Unlike argument writing, informative/explanatory writing starts
with the assumption of truthfulness, focusing on telling how or why. Informative/explanatory
writing might include any or all of the following:

• Providing new knowledge

• Explaining a process

• Developing a concept

Informative/explanatory writing might focus on any of the following:

• Enumerating and clarifying different types

• Defining

• Detailing components

• Explaining behavior or function

• Providing explanations of why

METALINGUISTIC PURPOSE

Metalinguistic purposes. Comments on a piece of writing are metalinguistic. If a

student attaches a note to an essay to explain why the essay is late, the note is
metalinguistic in relation to the essay. An author's preface to a book is another example of
metalinguistic purpose in writing. If you think about it, you will realize that many pieces of
writing have more than one purpose.

Conclusion: A poem may be intended to arouse the feeling of sadness in the reader
(conative), express the poet's feelings (expressive), and use the language imaginatively and
forcefully (poetic).
 TOPIC 4: INTENSIVE PLANNING FOR WRITING

A. Planning and Organizing for Writing

1. Planning
Planning for writing refers to the use of a deliberate and organized approach to
tackling a writing task and includes a writer’s first thoughts or basic ideas about the topic.
Students who struggle with writing generally do not plan ahead; rather, they compose
their text as they write. During the planning process, students should ask themselves who
their readers will be and what the essay’s purpose is.
2. Organizing
It is not at all unusual for students to have difficulty selecting the important
information from every idea they generated during the planning stage. Students often also
have difficulty knowing just how to use that information in their essays. Therefore, once
students have formulated their writing plans, it is time to organize their thoughts and sort
out what to include or what not to include in their writing. . During this step of the writing
process, students will:
▪ elaborate on the ideas that were generated for them during the planning process
▪ determine what information, if any, is still needed in order to fill in the gaps;
▪ gather that needed information; and
▪ arrange their ideas so that they flow together and make sense

B. Why is intensive planning important in writing?

Before beginning the actual writing, planning, and organizing ideas is crucial to prioritize
the way writers present information.

Here are some advantages of intensive planning for writing:

1. Coherence. Writers will most likely end up with a writing that is logical, consistent, and
able to be understood. They are enabled to work out a logical structure and end point
before the actual writing.
2. Smoother flow in writing drafts. Writers won't have to do all the complex thinking
about arguments, structure, etc. At the same time, he/she tries to find the right words to
express his/her ideas.
3. Attainment of writing goals. Writers who plan are more likely to become committed on
their goal in writing, whether he/she is to persuade, to inform, or to entertain the readers.

C. METHODS IN PLANNING FOR WRITING

1. Listing
 Listing is probably the simplest prewriting strategy and is usually the first
method writers use to generate ideas. Listing means exactly what the name implies—
listing your ideas and experiences in the form of words or phrases.

Step 1: The first step is to set a time limit for this activity; 5-10 minutes is more than
enough. Step 2: Then write down as many ideas as you can without stopping to
analyze any of them.

Consider the case of students who are tasked to compose a short essay on the
topic 'The Benefits and Challenges of Online Classes Amidst COVID-19.' This topic
will generate ideas in the following list:

Benefits:

▪ convenient
▪ brings education right to your home
▪ safer alternative in the current situation
▪ saves time
▪ supports flexible schedules
▪ fast and easy sharing of e-learning resources
▪ reduces expenses
▪ teaches you to be self-disciplined

Challenges:

▪ internet connection problems

▪ requires good technology skills
▪ lacks warmth of face-to-face classes
▪ limited interaction
▪ unsuitable for hands-on fields
▪ requires more time than on-campus classes
▪ easier to procrastinate
▪ possibility of distractions
▪ requires good time-management skills
▪ may create a sense of isolation
▪ over exposure to screen

Step 3: After generating a list of ideas, review the list and select the ideas that are
thematically related. Since the topic is fixated on online classes during COVID-19 crisis, it is
better to narrow down the scope of the short essay that highlights the pros and cons that are
mainly connected in the said crisis such as health hazards. In this way, your essay will end
up having a concise and cohesive content. The reviewing and selection of main ideas are
evident on the following revised list:

Benefits:

▪ convenient
▪ brings education right to your home
▪ safer alternative in the current situation
▪ supports flexible schedules

Challenges:

▪ lacks warmth of face-to-face classes

▪ limited interaction
▪ easier to procrastinate
▪ lack of concentration
▪ may create a sense of isolation
▪ over exposure to screen
▪ weak eyesight
▪ headache

This process of listing in the prewriting stage produces the essay below:

The Benefits and Challenges of Online Classes Amidst COVID-19

Online study is becoming popular due to its convenience and easy operation. In this
essay, I have given below some benefits and challenges of the online study method. The
online method of study has several benefits. It is very convenient as both you and your
teacher can interact from the convenience of your respective homes. You can also ask
questions and raise queries as you used to do in the classroom.

The online study method becomes more important in case of a natural calamity of
emergency. The perfect example in this regard is the recent COVID 19 pandemic that the
world is still recovering from. To date, many schools are running online classes, for the
safety of students. Online study is indeed a safer alternative to school education.

Apart from numerous benefits, the online method of the study also presents certain
challenges. It lacks the filled with enthusiasm kind of environment presented by a classroom.
The lively and joyful ambience of a classroom is usually lacking in an online session.
Teachers and students interact with each other only on subject matters on one-by-one basis.
Moreover, overexposure to gadgets presents its own health hazards like headache, weak
eyesight, and lack of concentration, etc.

Despite the challenges, the online study method proved to be beneficial in certain
specific conditions. When it is not advisable to leave your home, or it isn’t convenient for you,
then in that case online study becomes a blessing in disguise.

2. Outlining
This way of planning makes use of an outline--- a general plan of the material that is
to be presented in a paper. This is more organized than listing as it shows the order of the
various topics, the relative importance of each, and the relationship between the various
parts.
The most common format of outline is an alphanumeric outline, or an outline that
uses letters and numbers in the following order:

I. Roman Numerals
A. I, II, III, IV, V, VI, VII, VIII, IX, X, etc.

B. Represent main ideas to be covered in the paper in the order they will be presented

II. Uppercase Letters

A. A, B, C, D, E, F, G, H, I, J, K, L, etc.

B. Represent subtopics within each main idea

III. Arabic Numbers

A. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, etc.

B. Represent details or subdivisions within subtopics

IV. Lowercase Letters

A. a, b, c, d, e, f, g, etc.

B. Represent details within subdivisions

RULES FOR OUTLINING

1. Subdivide topics by a system of numbers and letters, followed by a period.
Example:
I.
A.
B.
1.
 2.
a.
b.
II.
A.
B.

2. Each heading and subheading must have at least two parts.

3. Headings for parts of the paper of speech such as, Introduction and Conclusion, should
not be used.
4. Be consistent. Do not mix up the two types of outlines. Use either whole sentences of brief
phrases, but not both.

TYPES OF OUTLINE

a. Topic Outline
In the topic outline, the headings are given in single words or brief phrases.
Example:

Title: Aftermaths of Divorce on Adolescents

I. Family conflicts
A. Adolescents’ depression
B. Restrictions of visitation provisions among relatives
II. Economic problems
A. Family’s lower standard of living
B. Poor job skills of some custodial parents
C. Relocation issues
1. Moving to a poorer neighborhood
2. Transfer to a different school
III. Adolescents’ peer problems
A. Losing of friends
B. Loss of interest in social activities

b. Sentence Outline
In the sentence outline, all the headings are expressed in complete sentences.
Example:

Title: Aftermaths of Divorce on Adolescents

 I. When family conflicts arise as a result of divorce, adolescents suffer.
A. Adolescents may be depressed due to conflicts between the custodial and non-
custodial parents.
B. Grandparents, aunts, and uncles are often restricted by visitation provisions.
II. Some of the most negative effects on adolescents may be associated with economic
problems.
A. The family will most probably experience a lower standard of living due to the cost
of maintaining two households.
B. Some custodial parents will eventually have instability on their job skills.
C. The decreased standard of living, particularly for a custodial parent, often causes
relocation.
1. The family may have to move to a poorer neighborhood in order to cut costs.
2. As a result, the adolescent may have to attend a different school.
III. Adolescents from divorced families often experience peer problems.
A. Due to relocation and prejudice, adolescents may lose friends.
B. Adolescents whose family is going through divorce tend to have less social
contacts.

Below you will find an essay written from the sample topic and sentence outline:

Aftermaths of Divorce on Adolescents

Divorce can be a difficult time for a family, especially for the adolescents. When
family conflicts arise as a result of divorce, some adolescents suffer. During the first year,
these young people may be depressed due to conflicts between the custodial and non-
custodial parents. They struggle with the adjustment of having divorced parents fight over
parental and custodial authorities. The once familiar feeling of being together with both
parents is now transitioned to a foreign feeling of limited parenting time. The conflict brought
by divorce is not only limited to the nuclear family. However, it is also expanded to the
extended family. Grandparents, aunts, and uncles are often restricted by visitation
provisions.

Aside from family conflicts, some negative effects of divorce on adolescents may be
associated with economic problems. Because of parent’s separation, the family will most
probably experience a lower standard of living due to the cost of maintaining two
households. Some custodial parents also experience high rates of job instability after the
separation due to juggling work and lone parental responsibilities. The decreased standard
of living, particularly for the custodial parent, often causes relocation. They often move to
poorer neighborhoods with fewer services and supports in order to cut costs. As a result, the
adolescents may have to attend a different school.

Due to changes in location and school, adolescents from divorced families often
experience peer problems. They are pulled away from their friends, other social supports
and familiar surroundings from their former neighborhood and school. Research has
suggested divorce can affect adolescents socially, as well. They may have a harder time
relating to others and tend to have less social contacts. Sometimes they feel insecure and
wonder if their family is the only family that has gotten divorced.
Yet, while these are some of the aftermaths of divorce on adolescents, they are by
no means absolutes, or written in stone. More and more, families understand just how
stressful divorce is for their children, as well as their selves.

3. Clustering or Mapping
a. Mind map
Mind maps are diagrams that are primarily used for generating and exploring
ideas, brainstorming, creative thinking and organizing information.
It is vital to understand that mind maps revolve around one main focus topic which
branches out in nodes in a center-out hierarchical structure. Each different node
represents a specific subtopic described with symbols and images, which can be
further elaborated and branched. When mind mapping, aside from branching out the
subtopics, it is possible
to randomly add words or sentences as independent clouds. This characteristic makes
mind maps more personal than concept maps. This is a suitable pre-writing activity for
writings that are centered on a single main topic.
Below is a sample essay written from the mind map above:

Common Mental Health Problems Students Face

The mental health issue can begin in very young students or arise later with
teenagers. Frequently mental health problems can reason difficulty for students with
learning, playing, behavior, speaking and emotional control of a student’s whole well- being
just like physical health is. Mental health conditions can obstruct a student’s ability to
increase in school, at home, on sports teams, at work, and in greater society.
Depression is one of the most common reason students drops out of school.
Depression is a common but serious issue that leaves you feeling helpless, completely
separate from the world. It can impede your life, making everyday tasks like studying,
working, sleeping, eating difficult. Symptoms of depression are changed in sleep habits,
sadness felling of being overwhelmed, feelings of powerlessness, and feeling of
hopelessness.
While depression leads to dropouts, anxiety as a mental disorder for students leads
to frequent absences due to the anxiety they feel about school. Anxiety, along with
depression, has the highest rates of students experiencing such mental disorders. Students
with anxiety may struggle to finish work, have difficulty writing assignments up to their high
standards, excessive worry about grades or homework and have fear of failure or new
experiences.
 Other common mental disorders for students are autism spectrum disorder,
obsessive-compulsive disorder, eating disorders, post-traumatic stress disorder, conduct
disorder, oppositional defiant disorder, and attention deficit hyperactivity disorder. Students
with autism spectrum disorders may exhibit signs of significant social difficulties, repetitive
behavior, inability to read the nonverbal language and many more. Students with obsessive-
compulsive disorder have long-term thoughts and behaviors that they want to repeat
especially without any control. Symptoms of OCD is missing school work, low grades and
lack of classroom concentration because the obsession is so distracting.
Affecting both female and male students, eating disorders include unhealthy eating
habits obsession with food and weight. Distraction by body image or unusual food habits
may be a warning sign in the classroom. However, eating disorders are frequently difficult to
recognize because those with the disorders thrive academically.
Post-traumatic stress disorder may be difficult for teachers to notice in their
classroom. PTSD develops in children who have experienced or witnessed traumatic events.
This type of disorder can lead to flashbacks to the traumatic event with emotional and
physical consequences. There is a broad range of symptoms comprising hostility, self-harm,
fear, and depression during exams.
Students with conduct disorder may act as bullies, hiding own self-esteem issues
with toughness. Frequent absences, lying and discipline are all signs of the CD. Students
with ODD are typically negative, hostile and angry towards the educator and other students.
From blaming other students form mistakes to regularly challenging the rules of the
classroom, it influences all of the students in the class.
Last but not the least common mental disorder for students is attention deficit
hyperactivity disorder. Easy distraction, short attention, too much talking and constant
interruptions, as well as hyperactivity, are just a few of the symptoms of this mental health
disorder. This type of condition has a strong impact on an ability of students to learn as well
as a teacher’s ability to maintain the classroom. teachers can refer students to mental health
assessments if the condition is suspected.
Educators spend much time with students, particularly observing them in educational
and social situations; teachers can provide help in recognizing probable mental health
issues. Being able to identify the signs of the most common health disorders can assist
educators recognize possible problem more quickly and work with the school administrators,
the parents, and the healthcare professionals to diagnose and ultimately help the student in
need.

b. Concept map
 Concept maps are primarily used for organizing and visualizing tacit knowledge.
They encapsulate a larger and more complex amount of information and are also used
for explaining how these complex concepts relate to each other. This can be a pre-
writing activity on planning and organizing complex topics.
In the example of a concept map found below, its main topic is the “Aftermaths of
Divorce on Adolescents.” It is quite similar with a mind map. However, it illustrates a
relationship of subtopics from different main ideas such as the connection of relocation
and new school under economic problems to the loss of friends and social isolation
under the main topic peer problems.

What is the difference between mind maps and concept maps?

Concept maps look more complicated, while mind maps are tree charts in essence.
They have different focus on different elements. Concept map values both topics and
connections. While mind maps look more on topic themselves.
 Topic 5: ACTUAL WRITING: REVIEW ON THE PARTS OF THE ESSAY

What is an essay?

An essay is a written piece that is designed to present an idea, propose an argument,

express the emotion or initiate debate. It is a tool that is used to present writer’s ideas in a
non-fictional way. Multiple applications of this type of writing go way beyond, providing
political manifestos and art criticism as well as personal observations and reflections of the
author.

An essay can be as short as 500 words, it can also be 5000 words or more. However,
most essays fall somewhere around 1000 to 3000 words; this word range provides the writer
enough space to thoroughly develop an argument and work to convince the reader of the
author’s perspective regarding a particular issue. The topics of essays are boundless: they
can range from the best form of government to the benefits of eating peppermint leaves
daily. As a professional provider of custom writing, our service has helped thousands of
customers to turn in essays in various forms and disciplines.

There are three parts of an essay: introduction, body and conclusion.

A. Introduction
• Grab the readers interest
• Bring the general topic for the paper
• State the thesis ----the specific point of the essay
Remember to answer this question before writing an introduction:

• Why should anyone want to read your paper? That is exactly what you should make
clear in the introduction of your paper.
First, get the reader interested in the paper by using a grabber, such as a relevant
quote, a personal anecdote, an amazing statistic, or a provocative statement.

Example:

Some believe that if work place safety preserves just one human life, it is worth it, but
others disagree.

Second, now that you have the reader’s attention, state your general topic.

Example:
 One of the most important aspects on the job is work safety, but is the cost and the
effort proportional to the return?

Third, state your thesis or the specific point of your paper. The thesis tells the reader
what to expect from the rest of the paper.

Example:

Safe working environments are actually more profitable to the employer in the long
run than unsafe ones.

Now, observe how the three parts go together to form an introduction.

If it saves just one human life, it is worth it! One of the most important aspects on the
job is work safety, but is the cost and the effort proportional to the return? Safe working
environments are actually more profitable to the employer in the long run than unsafe ones.

B. Body
• [Say] what the evidence is
• Give an [example] of the evidence
• Tell [why] the evidence is important

SEWing helps you stitch together a successful paper. The three lettersmean, "Say,"
give "Example," and explain "Why." The acronym helps you remember not to make your
point and stop there, but to support your point with evidence and analysis. That's what
professors like.

Example

(Say) The supervisor responsible for training at Three Mile Island Nuclear Generating
Station didn't behave ethically. (Example) In his memo of July 11, 1978, he ordered his
team not to include new information on how to handle a low coolant event. (Why) According
to Markel's guidelines for technical writing, deliberately suppressing information is unethical,
and in this case the accident had costly economic and serious public relations
consequences.

Here's another example to show how SEWing works:

(Say) The case of Union Carbide in India illustrates this point about the importance of
safety. (Example) In the early morning of December 3, 1984, gas leaked from a faulty tank
at the Union Carbide facility, totally disabling 40 people, partially disabling 2,680 persons,
and killing 3,800. (Why) The executives of Union Carbide were permanently disgraced, and
the company was fined 470 dollars million be the Indiana government.

Connect your different body paragraphs by using transitional devices to help your reader
move smoothly from one example to another:

▪ In the same way….

▪ On the other hand….
▪ In addition …..

C. Conclusion
• Reconnect to the introduction
• Summarize the evidence
• Leave memorable message for the reader
First, bring the reader back to the introduction by reconnecting to a statement made there

Example:

Is the cost of safety the price a company must pay to ensure safety?

Second, summarize the evidence presented in the body paragraphs.

Example:

The evidence provided in the examples of the Three Mile Island Nuclear Generating
Station and Union Carbide would suggest that safety is worth the price.

Third, leave the reader with a memorable message or a call to action, for your final words
are what the reader will take away from the paper.

Example:

Certainly if the lives of one's loved ones or of oneself are at stake, safety is worth
whatever it costs, so it is the responsibility of every worker to identify and eliminate safety
hazards in the workplace.

Now, observe how the three parts go together in the conclusion.

Is the cost of safety the price a company must pay to ensure safety? The evidence
provided in the examples of the Three Mile Island Nuclear Generating Station and Union
Carbide would suggest that safety is worth the price. Certainly if the lives of one's loved ones
or of oneself are at stake, safety is worth whatever it costs, so it is the responsibility of every
worker to identify and eliminate safety hazards in the workplace.
 IV. Exercises

A. Essay

Direction: Write a short essay dedicating to the youth about the importance of education.
(150 words.)

Rubric:

Content (30%) Written work has a specific central idea that

is clearly stated in the opening paragraph; it
shows originality and focus.
Organization (20%) Written work is logically organized and well-
structured displaying a beginning, a body’
and a conclusion.
Style (20%) Writing is smooth, coherent, and consistent
with central idea. Sentences are strong and
expressive with varied structure. Diction is
consistent and words well chosen.
Mechanics (20%) Written work has no errors in word selection
and use, sentence structure, spelling,
punctuation, and capitalization.
Timeliness (10%) Posted completed assignment on or before
the deadline.

B. Strong Verb or Weak Verb

Directions: Underline the verbs in each sentence below and determine if it uses strong verb
or weak verb. Write “SV” for strong verb and “WV” for weak verb in the blank provided.

________1. The woman was walking on the platform.

________2. Mona treasures country living.

________3. She eavesdropped while they discussed their plans.

________4. The fox ran quickly through the forest.

________5. He glared at his rival.

________6. Belle sprinted down the hall.

________7. My mom opened the door forcefully.

________8. She skips to the store.

________9. He 'oversaw' the organization.

________10. She is getting a new baseball card.

C. True or False

`Directions: Write true if the statement is correct and false if it states otherwise.

_________1. The focus of the expressive purpose is on the writer

_________2. Poetic (or literary or stylistic) purposes focus on the message itself.

_________3. Conative writing seeks to affect the reader.

_________4. The primary purpose of informative/explanatory writing is to increase the

understanding of the writer.

_________5. Metalinguistic purpose is intended for the linguistic competence of the writer.

D. Listing, Outline, or Mapping?

Directions: Determine what type of method of intensive planning is described in the

following. Write “L” if it is listing, “O” if it is outlining, and “M” if it is mapping.

________ 1. It shows the order of the various topics, the relative importance of each, and
the relationship between the various parts.

________ 2. These diagrams are used for generating and exploring ideas, brainstorming,
creative thinking and organizing information.

________ 3. This is the simplest prewriting strategy and is usually the first method writers
use to generate ideas.

________ 4. This method can be expressed in either phrases or sentences.

________ 5. These are primarily used for organizing and visualizing tacit knowledge

E. True or False

Directions: Write T if the statement is correct and F if incorrect.

________ 1. Consideration of your audience/reader is not important in choosing your topic

________ 2. Clustering is when you jot down terms that generate in your topic

________ 3. You don't need you determine your purpose in choosing your topic
________ 4. Freewriting is when you continuously write on your paper until an idea comes
out your mind

________ 5. Journal writing is when you based your writings on evidences and experiences

________ 6. An essay is a piece of writing intended to inform or persuade the readers about
a specific topic.

________ 7. An essay has three minor parts.

________ 8. A brief conclusion has new information and apologies.

________ 9. In writing a conclusion the writer should summarize the evidence presented in
the introduction.

________ 10. Introduction, body, and conclusion are the main sections of an essay.

KEY ANSWERS:

A. ESSAY

B.

1. was walking- WV

2. treasures- SV

3. eavesdropped- SV

4. ran- WV

5. glared- SV

6. sprinted- SV

7. opened- WV

8. skips- SV

9. oversaw- SV

10. is getting- WV

C.

1. True

2. True

3. True
4. False

5. False

D.

1. O

2. M

3. L

4. O

5. M

E.

1. F
2. F
3. F
4. F
5. T
6. T
7. F
8. F
9. F
10. T

V. Summary
• The role or purpose of your paper is the reason you are writing your paper
(convince, inform, instruct, analyze, review, etc.).
• The audience of your paper are those who will read what you write. Your
audience will not have you there to answer questions about what you
write, so understanding your audience's needs previous to writing your
paper will let you tailor your writing to that audience.
• A strong verb is a better and more descriptive version of a basic verb that
creates a stronger visual and can help create a mood (or vibe) for the
scene.
• Weak verbs are the “basic” forms of a specific action while strong verbs
are a specified form of a broader action.
• The biggest difference between a strong verb form and a weak one in
writing is in the clarity of purpose and descriptive ability.
• Some of the weak verbs to replace in writing are to be verbs and basic
form of verbs.
• In order to make your writer stronger, it’s important to know when to use
to be verbs and when they’re making your writing clunky and weak.
• Strong verbs help improve your writing by: (1) creating stronger visuals;
(2) giving more impactful emotions; (3) helping you show, not tell; (4)
reducing weak adverbs and; (5) making more concise writing.
• The focus of the expressive purpose is on the writer. The expressive
purpose is used to communicate, or express, the personal feelings or
thoughts of the writer.
• Poetic (or literary or stylistic) purposes focus on the message itself—on its
language, on the way the elements of language are used, on structure
and pattern both on the level of phrase and of the overall composition.

• Planning and organizing are two steps in intensive planning for writing.
• Coherence, smoother flow in writing drafts, and attainment of writing goals
are the benefits of intensive planning for writing.
• The approaches of intensive planning for writing are listing, outlining, and
clustering/mapping.
• Topic outline and sentence outline are the types of outlines.
• In mapping out ideas for writing, mind maps and cluster maps are used.

• The introduction, body, and conclusion of an essay each provide three

functions.
• The introduction has to follow its function and those are grab the reader’s
interest, bring in the general topic for the paper, and state the thesis or
specific point of the essay to catch the reader’s attention and prepare the
audience to read the essay.
• The body of an essay also has its three functions and those are say what
the evidence is, give a concrete example of the evidence, and tell why the
evidence is important to develop and support the main idea of an essay.
 • The conclusion also has its three functions and those are reconnect to the
introduction, summarize the evidence, and leave memorable message for
the reader to bring the essay to a logical end with a brief conclusion.

VI. References

• http://www2.southeastern.edu/Academics/Faculty/elejeune/prewriting.htm
• https://www.thoughtco.com/prewriting-stage-of-the-writing-process-8492
• Pope (2021). Strong Verbs: An Easy Guide for Using & Understanding
Strong Verbs. Retrieved from https://self-publishingschool.com/strong-
verbs-list/#what
• Jenkins (2021). 249 Strong Verbs That’ll Spice Up Your Writing. Retrieved
from https://jerryjenkins.com/powerful-verbs/
• Dean, J.J. (2017). Purpose Vs. Meaning of a Poem. Retrieved from
https://penandthepad.com/purpose-vs-meaning-poem-3636.html
• Skrabanek, D.W. (2012). Expressive Purpose. Retrieved from
https://www.austincc.edu/dws/expressive.html#:~:text=The%20expres
sive%
20purpose%20is%20used,the%20writer%20as%20an%20individual.&
text=Conv
eying%20the%20personal%20experience%20of,the%20style%20of%
20the%20 writing.
• https://nanopdf.com/download/http-wwwacademiaedu-256693-
functionsoflanguage- http-web_pdf#
• iMindQ+. (2018). The Differences Between Mind Maps and Concept
Maps. Retrieved from iMindQ+: https://www.imindq.com/blog/differences-
between-mind-maps-and-concept-maps
• Infoplease. (2017). Sample Outline and Essay. Retrieved from Infoplease:
https://www.infoplease.com/homework-help/college-prep/sample-outline-
and-essay
• ThoughtCo. (2018, March 19). The Use of Listing in Composition.
Retrieved from ThoughtCo: https://www.thoughtco.com/listing-
composition-term-1691131
• University of Suffolk. (2016). Planning your writing . Retrieved from
University of Suffolk: https://libguides.uos.ac.uk/academic/writing/planning
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