[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597838-105":59,"doc-detail-597838-en":124},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":117,"head_meta":119,"extra_data":121,"updated_unix":123},105,"en","heuristics-in-the-english-classroom-working-the-problem-of-drafting-the-research-paper","HEURISTICS IN THE ENGLISH CLASSROOM - WORKING THE PROBLEM OF DRAFTING THE RESEARCH PAPER","","HEURISTICS IN THE ENGLISH CLASSROOM explores why first-year writers struggle at the drafting stage, especially when they face the blank page and lack confidence about what to write. It contrasts composition’s process model—prewriting, drafting, revising, editing, and publishing—with rhetoric’s invention approach. Drawing on classical concepts of invention and copia, the text argues that heuristics can function as structured “means of discovery,” supporting both note-taking and research, enabling students to draft more effectively and develop content aligned with research paper expectations.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/heuristics-in-the-english-classroom-working-the-problem-of-drafting-the-research-paper/597838/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"SANS","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"Why is the drafting stage so difficult for many first-year writing students?","Question",{"text":106,"@type":107},"The main frustration is not only getting students to write, but getting them to draft the right content. A history of “not being able to write” can create paralysis when confronted with the blank page and uncertainty about what to write.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"How does the process approach from composition help, and what is its limitation for research papers?",{"text":111,"@type":107},"The process model guides writing through stages such as prewriting, drafting, revising, editing, and publishing. However, for research papers it can leave students with little guidance about what to write beyond what is in their own heads, so they may generate words without ensuring they are the right ones.",{"name":113,"@type":104,"acceptedAnswer":114},"What does rhetoric’s invention offer as an alternative, and how do heuristics function in this approach?",{"text":115,"@type":107},"Rhetoric treats invention as a key means of discovery, connected to classical ideas of copia—an abundant supply of language. In practice, heuristics provide structured questions that guide note-taking and research, helping students produce better content for drafting.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},597838,1792085803,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":29},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The CEA Forum  \nWinter/Spring 2009: 38.1  \nNext: Harmonizing the Writing Process  \nHEURISTICS IN THE ENGLISH CLASSROOM:  \nWORKING THE PROBLEM OF DRAFTING THE RESEARCH PAPER  \nJanice M. Odom  \nOf the vexed issues confronting teachers of the first-year writing sequence, none is more frustrating than that of getting students to write in the drafting stages. And not just to write, but to write the right thing. By this, I do not mean that the problem is getting students to write “what the teacher wants to hear” but getting them to draft content that will actually enable them to successfully fulfill the terms of the writing assignment. The problem is compounded when students have a history of “not being able to write,” that is, have a history of paralysis when confronted by the blank page.  \nAnd unfortunately, in many universities and colleges the problem of knowing what to write can persist right through upper division courses for students who go on to become English Lit majors. This may seem counter-intuitive, as our majors are more likely to self-select (we hope) on the basis of their interest and skill in writing and reading, but the void of beginning can stymie even experienced, motivated writers. It should be no surprise, then, when some simply do not know how to begin, or having begun, how to develop content. As two of my colleagues put it about some of their students: “They can repeat/apply ideas I present in class but cannot seem to get beyond that” and “   it's not just `generating content'   but the kind of content they come up with that's at issue”(Brown; Buehrer) .  \nThe solution that the Composition literature offers to the problem of fluency and content development is process. That is, the general consensus is that writing is a five-stage process: prewriting, drafting, revising, editing, publishing. (To the extent that our students received writing instruction in high school—and that is by no means certain—this is the model they most likely have been inculcated in. ) I don't know of any rhetoric teachers who would disagree that drafting, revising, and editing logically follow one another, although I know few who teach, or use, pre-writing or who think in terms of publication (we tend to think in terms of something like “polishing” a draft) . For teachers of first-year writing who have been trained by compositionists, however, they may use pre-writing, encouraging students to brainstorm, freewrite, concept map and so on.  \nNo doubt, the latter kind of activity will help students get something down on paper, and it seems to me that those processes are particularly useful when the writing assignment is expressivist, and students have been invited to write what is in, or on, their minds. When it comes to the research paper, however, I have found these approaches generally unsatisfying because they are process-oriented. That is to say that while they may teach students how to write, they offer little guidance on what to write, other than what's in the student's head, and that may be only marginally useful in writing the research paper. So, in consequence, students who need to generate content may have developed skills inputting words to paper but without having any degree of certainty that they are putting the right words to paper.  \nFortunately, Rhetoric offers an alternative to Composition's process approach in the form of invention. For the Greeks, invention was the most important of the five canons of rhetoric (the other four being arrangement, style, memory, and delivery) . That is, as Sharon Crowley and Debra Hawhee put it, invention was “ a means of discovery”(75) of what speakers wanted to say and, hence, the Greeks practiced copiousness:  \nBecause ancient rhetoricians believed that language was a powerful force for persuasion, they urged their students to develop copia in all parts of their art. Copia can be loosely translated from Latin to mean an abundant and ready supply of language—something appropriate to say","cbCaigG46tHMQ6Hc","https://ap.wps.com/l/cbCaigG46tHMQ6Hc","pdf",33076,"English","# The Challenge of Drafting a Research Paper\n# Process vs. Invention in Writing Instruction\n# Copia and the Greek Canon of Rhetoric\n# Economy, Clarity, and Modern Composition","[{\"question\":\"Why is the drafting stage so difficult for many first-year writing students?\",\"answer\":\"The main frustration is not only getting students to write, but getting them to draft the right content. A history of “not being able to write” can create paralysis when confronted with the blank page and uncertainty about what to write.\"},{\"question\":\"How does the process approach from composition help, and what is its limitation for research papers?\",\"answer\":\"The process model guides writing through stages such as prewriting, drafting, revising, editing, and publishing. However, for research papers it can leave students with little guidance about what to write beyond what is in their own heads, so they may generate words without ensuring they are the right ones.\"},{\"question\":\"What does rhetoric’s invention offer as an alternative, and how do heuristics function in this approach?\",\"answer\":\"Rhetoric treats invention as a key means of discovery, connected to classical ideas of copia—an abundant supply of language. In practice, heuristics provide structured questions that guide note-taking and research, helping students produce better content for drafting.\"}]","HEURISTICS IN THE ENGLISH CLASSROOM - WORKING THE PROBLEM OF DRAFTING THE RESEARCH PAPER | PDF"]