Process Analysis Essay
A process analysis essay is a brief writing where a particular subject is exposed or disclosed to the recipient. The topic can be a real event such as informative news, a description of a fact or any other topic that one wants to convey. It should be very well organized with an introduction a body and a conclusion, all brief, clear and in relation to the subject. It will be avoided to ramble and if the author wants to express his personal opinion can do in the conclusions, because the body is preferable to be written objectively.
The process analysis essays help to make more informed decisions and arouse in the teacher the concern to question his role in his class and in society. Process analysis essay analysis takes into account its previous experiences in order to integrate them into its current practice. The more constructively the process analysis act is used, the more the teacher develops skills and creativity to adapt during interventions.
Process Analysis essay allows the teacher to integrate knowledge related to his pedagogy. Process Analysis essay enables one to realize one’s strengths and limitations as a pedagogical actor. Pedagogical analysis allows the teacher to set goals for personal and professional development. Process Analysis essay provides an objective perspective on school life that is an integral part of its everyday environment. It allows the teacher to assume more adequately his choices in the face of his interventions.
Understand the stages of work
When you want to radically optimize or transform a process, you need a rigorous method. Process analysis essay is the most appropriate tool for both tasks. In “radical transformation” it helps to change not only the ways of doing things, but also the ways of seeing, the paradigms of the people involved. Moreover, this method encourages participation by involving employees from various sectors who work in constant contact with the actors of the process (in an “expert” approach, participants are in a vacuum without interacting with the environment).
The method involves two fundamental questions: the relevance and the effectiveness of the activities and the stages of the process. In other words:
- Are we doing the right things?
- Do we do it the best way?
How to write Process Analysis Essay
There are three steps in writing process Analysis Essay:
- The observation:
- Take note of the characteristics of the class;
- Awareness of pedagogy, learning strategy and methods used by the teacher;
- Awareness of the teacher’s attitudes and values
- The analysis:
- The teacher must find meaning in each of the observations;
- Analyse the relevance, validity and impact of the facts;
- Classify and identify information by explaining their importance and emotional impacts;
- Discern the strengths and weaknesses of the various situations observed;
- To make connections between observations and certain notions or theories learned during training
- Integrated Synthesis:
- Develop a synthesis that encompasses the first two steps;
- Sort out its strengths and weaknesses by listing the strengths it wishes to preserve as well as the weaknesses it wishes to compensate;
- Be aware of the causes that cause them to modify certain elements;
- Find solutions to achieve the objectives
There are three levels (models) of process analysis essay:
- Model for reflection in action: This is the continuous analysis that the teacher makes throughout an activity that he / she animates. However, this model does not include any feedback after the action;
- Model of reflection on its action: The position that the teacher adopts to take a step back on the action. A process analysis essay on the causes related to the events with the aim of finding ways to improve the situation;
- Reflection on its model of action: Ability to distance himself / herself from the situation and adopt objective behavior towards it. This model is a very complex and difficult to achieve practice because it is an in-depth analysis
Tips in Writing Process Analysis Essay
- Short sentences (subject-verb-complement): The reader is lost in a sentence of 10 lines; he must read it several times to locate the subject and the verb and to understand its meaning;
- Sentences in the right order: Avoid putting the subject to the end to understand its meaning. Instead of saying “annotating the student’s text is one of the roles of the research director” one would rather say, “One of the principal roles of the principal of research is to annotate the student’s writing”;
- No conjunctions at the beginning of the sentence, which unnecessarily weigh down the sentence. Instead of writing “So we think the most appropriate theory is …”, one can write “We think so …”;
- Limit verbs that are not significant such as “being”, “having” and “doing”. Instead of saying “There are a lot of volunteers in this association” it is better to write, “The association has many volunteers”. The same applies to the verb “power” or “to allow”. Instead of saying “this article gives an overview of the scientific writing “, simply saying “this article gives a …”;
- Attention to the coherence between an inhuman subject and the verb. For example: “This article talks about …” = an article does not speak. Another example: “Plato tells us that …” = he did not tell us, he wrote it in his book;
- Delete unnecessary sentences. For example, “This concept is particularly interesting” does not provide additional information, it is an empty sentence. Specify how interesting it is, in order to bring new information;
- Delete popular expressions that are meaningless and do not provide any information. For example, “since the dawn of time”, “always” or “to-day”; give dates “Since the 1980s, …”;
- Stay neutral in its terms, no value judgment. Instead of saying “Durkheim, an atypical author addresses …”. The fact that it is atypical only engages you, it is your perception of things. Two solutions: one suppresses this subjectivity, or one justifies it by explaining in what it is atypical;
- Beware of too many connotations. Instead of saying “age has an impact on master’s achievement” (“an impact” = negatively connoted), we will say rather “age has an effect on …”;
- Avoid the use of synonyms, because each word has its own meaning. For example “the direction of memory”, “accompaniment”, “framing” which are synonyms, refers to very different ideas and concepts;
- Replace “etc.” by “such as …” and give some examples;
- Pay attention to the use of “some” which makes the speech too vague and imprecise. Instead of saying: “Some authors approach the notion …” rather say “certain authors, such as X and Y” or “certain authors (X, 1990; Z, 2005) approach the notion …”;
- Avoid the use of the impersonal pronoun “on”. For example, “we can come to class at the agreed time”, who does that “we”? To whom does it refer? Rather, students will be able to come;
- Avoid the use of demonstrative adjectives or demonstrative pronouns “this, that”at the beginning of the sentence. The reader is lost; he is obliged to re-read the preceding sentences in order not to lose the thread. Instead of saying “This is a fine example of …” one will say “This speech is a fine example of …”;
- No abusive generalization: For example, “a teacher-researcher trains himself in teaching”. This generality does not represent the reality: some are formed by contact with their colleagues, others follow training. What are the sources that support this finding? It would be better to say “According to author X, and author Y, teachers…”;
- Who is talking? For each sentence, the author of this statement, idea or thought must be mentioned. For example, if you are the author, specify “I think / we think”. If it is the idea of an author, mention it. For example, instead of saying “we can say that / it is proven that …” specify who is the “on”;
- Explain: everything must be explained. For example, “summative evaluation can also be formative”. What is summative evaluation? Why and how can it be formative?
- Avoid the unnecessary use of conjunctions “who” and “that”. They unnecessarily increase the sentence and make it more complex. Instead of saying “The idea that was abandoned along the way …”, one would say “the idea was abandoned along the way …”;
- Limit the use of negative formulations: Instead of saying what they do not “students do not enter the university through the main door”, Rather say what they do (unless negation is important for your analysis of course) “students enter university through the secondary gate”