Prewriting / 5read and understood it. The assignment may also be a springboard from which you
can make mental leaps to topics of related but special interest to you.
Reading: General Background. Frequently, however, the reading material is some-
thing other than a specific assignment. At one extreme, it may be general, almost
casual reading that merely relates to classroom work and only indirectly applies to
specific daily assignments. This reading material may be in the form of periodical
articles or books, perhaps by authors renowned in their fields. But as these topics
attract your interest, they suggest writing topics.
Reading: Research. General background reading at the other extreme may be so
comprehensive as to be labeled research. Your research may require the use of vari-
ous periodical indexes, a card or computer catalog, electronic data searches, or any
other of the many guides to sources found in the library or on the Internet. In these
prewriting situations, you are responsible not only for the additional reading but
also for finding the sources.
All these reading activities—specific assignments, general background, and
research—fall in the category of prewriting. The reading keeps your mind active,
introduces new ideas, provides specific information, and helps you think of suitable
writing topics.
Discussion: Group. Prewriting activities may also be oral and include formal or
informal discussion, in class or out. With classmates and friends familiar with the
subject matter, you may discuss not only possible topics for your paper but also its
possible content.
Discussion: Interview. Discussion can also occur in an interview. While the inter-
view may be similar to an informal discussion, it differs in that you will have sought
out the authority with whom you are speaking. His or her comments may become
the basis for your paper. Such discussion results in what we call primary as opposed
to secondary research. [See primary research and secondary research in the Glossary.]
Personal Reflection. Prewriting activities may also be in the form of personal reflec-
tion. If it is to result in writing, however, reflection usually needs direction. You can
reflect on all manner of things, but without a general topic of concern or a specific
assignment to address, reflection may be more akin to daydreaming than to prewrit-
ing and may never result in writing. Many writers use a variety of means for direct-
ing personal reflection, including journal writing, brainstorming, and list making.
Journal Writing. Serious writers frequently keep daily journals. They write about
whatever attracts their attention, seems worthy of note, merits observation. Ironi-
cally, they find that the more they record, the more they observe. Thus, they argue,
keeping a journal makes them more observant and helps them generate ideas about