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Beginning a writing project without a clear plan is like starting a trip through unknown territory with no knowledge of the terrain. Both efforts (exploring and writing) frequently end up with the wasted effort of the "false start." The explorer who fails to plan might muddle through, but the writer without a plan usually ends up in one of two places: either with a muddled, meandering piece product or at a frustrating dead end.

As a writing tutor for younger students, I most often encounter the "dead end" dilemma. Students, in their eagerness to complete a writing project, will jump right in, figuring if only they can get the introduction paragraph out of the way, the rest will follow. Typically, the student will present me with a half-formed concept without a plan or thesis. Many become disappointed and impatient when I tell them that they are off to a false start and need to forget what they wrote, as well as come up with a plan.

It is at this point where many students either experiences a "teachable moment," or they have so much invested in their original bad product that they seek another tutor. Those who stay with me and agree to follow a writing plan are usually successful.

Here is the pattern I follow when helping a student plan a writing project:

1. Focus clearly on the subject matter. Understand completely what the writing prompt or assignment is asking for. At this point, I ask young writers to restate in their own words what the goal of the writing assignment is.

2. Know the subject. Consult at least three "expert" works. Do the reading before beginning to write and take some research notes. If the writing assignment requires an opinion, make sure the opinion is based on factual information.

3. Brainstorm. As the understanding of the project and the factual information become clear, ideas will begin to bubble up and percolate. It is tempting at this point to begin writing. My advice is to write snippets and jot them on paper as they arrive. These snippets serve as memory aids when the serious writing begins.

4. Outline. Arrange your brainstorming ideas into some sort of logical order (a numbered outline, or bullet list). The outline does not need to be formal. Its purpose is like that old adage about time: It keeps everything from happening at once. At this point you will have your research notes and your brainstorming snippets, both of which will satisfy that urge to get something on paper.

5. Academic restrictions. At this point in the writing process,

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