Stages of writing

r by scoring, prioritizing, or whatever method seems best.  Keep this list in case your first choice(s) don't work
Sequence what you have prioritized as in outlining, above.
Writing your draft (3):
Your first paragraph
Introduce the topic; entice the reader (remember:  audience) 
Establish perspective and/or point of view! 
Focus on three main points to develop 
Establish flow from paragraph to paragraph 
Topic sentences of each paragraphdefine their place in the overall scheme 
Transition sentences, clauses, or words at the beginning of paragraph connect one idea to the next(See the page on transitional words and phrases) 
Avoid one and two sentence paragraphswhich may reflect lack of development of your point 
Continually prove your point of view throughout the essay 
Don't drift or leave the focus of the essay 
Don't lapse into summary in developing paragraphs--wait until its time, at the conclusion 
Keep your voice active 
"The Academic Committee decided..." not "It was decided by..." 
Avoid the verb "to be" for clear, dynamic, and effective presentation(Avoid the verb "to be" and your presentation will be effective, clear, and dynamic) 
Avoiding "to be" will also avoid the passive voice 
Support interpretations with quotes, data, etc. 
Properly introduce, explain, and cite each quote 
Block (indented) quotes should be used sparingly;they can break up the flow of your argument 
Conclusion 
Read your first paragraph, the development, and set it aside 
Summarize, then conclude, your argument 
Refer back (once again) to the first paragraph(s) as well as the development 
do the last paragraphs briefly restate the main ideas? 
reflect the succession and importance of the arguments 
logically conclude their development? 
Edit/rewrite the first paragraphto better set your development and conclusion 
Take a day or two off!
6: Revise
Before the revising/editing, take a break to gain a new perspective.It will help you review how effectively you have communicated your message.
Revising takes practice:Try reviewing with a limited agenda, for example with focus on vocabulary, and build from there.
General review strategies:
Read the paper out loud to yourself.Read it slowly. How does it "sound?"  
Cover the text with a blank paper, and lower it down as you read for a line by line analysis.
Does the text flow in an effective manner?  Is it too long for what you wish to say?  too short?Keep in mind your audience:  they do not know what you do.  They rely on what information you give them, in the order you give it to them.
Title
Does the title briefly describe and reflect the purpose of the paper?If there are headings and sub-headings, are these similarly brief and concise?
Introductory paragraph/introductionGet a good start!  Capture attention at the beginning or you may lose your audience.
An introduction should present the purpose in an inviting way.Is your first sentence interesting and inviting?Does your first paragraph predict the development of the piece?  Does it clearly introduce the subject, project, or idea to be developed?
Supporting paragraphs
Does each paragraph build the argument or story?  Did you follow a plan or outline?Is each paragraph in an effective or logical order?   Is your train of thought, or that of the "characters," clear?
Do your transitions between paragraphs work?Are relationships between paragraphs clear?Can any paragraphs be eliminated as unnecessary, or combined with others more effectively?
Does each sentence support only the topic sentence of that paragraph?Can any sentences be eliminated as unnecessary, or combined with others more effectively?If there are side-stories or digressions, are their purposes clear in the context of the whole?
Conclusion
Does the conclusion summarize and clarify important information and resolve the thesis statement?Does the conclusion leave the reader thinking?Is it supported by the paper?
Areas of focus:It could be that you have a troublesome area, or want to make your writing more effective.Here are some areas of focus:
Sentences and phrases:
Sentences should be clear and logical, even short and to the point.
Sentences should flow consistently, except in places you wish to stop the reader for emphasis.Is the tone consistent throughout the paragraph?Do subordinate ideas find their right place?  Keep on guard for dangling modifiers.Avoid sentence fragments.
Prepositional phrases can modify nouns and verbs.  Words such as in, with, out, by, at are prepositions and create phrases such as:in its place...  with honors... out in the yard...  by the side of the road...  at a place called home...  throughout the paragraph...Avoid too many in one sentence, and make sure they are in their right place, near their subject/object or verb.  Don't let them wander in the sentence, or dangle, as 
Strive for consistency with parallel forms:Pay attention to conjunctions (and, or, not only...but also, either... or, neither...nor, both...and)
See also:Clear Direct and Concise Sentences (University of Wisconsin) and A Garden of Phrases (Capital Community College Foundation)
Vocabulary:
With each piece of writing you establish a vocabulary that is used throughout.Set aside your writing, list its key words, and return to your writing
Is there any word that lacks definition or context?Are their any words that are emotionally-charged?  If so, are they used effectively for stress?Position important words where they are more effective (at the end or beginning of sentences/paragraphs)Develop and use an active, descriptive vocabulary; avoid the overuse of pronouns (it, they, we, their, etc.); 
Reflect on important vocabulary:  anticipate reactions of your audienceReserve the use of emotional words to create effects. What words can be strengthened to be clearer or stronger?What words can be simplified to be clearer or stronger?
Do you over-use any words?  Would synonyms add interest?
Colloquialisms are informal expressions that imitate speech.  Their use may not be clear of effective in your writing since they are so familiar, and may tend toward predictability.
Nouns:
Avoid adjective-noun strings:  See DesignSensory's Professional Writing Style section: Unraveling Adjective-Noun Strings, Reducing Preposition Sprawl
Avoid using vague nouns and verbsSee Empire State College's:   Powerful Verbs and Nouns
Adjectives
Are vivid/descriptive words used to describe characters and/or events?Do they fit into the flow or do they make the reader pause?  If pause, is it appropriate and/or effective?
Verbs:  Action/active verbs are more precise or descriptive.
Did she say she won the promotion, or did she whisper, stress, or confide it?
We investigated the accident is stronger than We conducted an investigation of the accident
Many reasons account for our success is stronger than There are many reasons for our successAvoid It is and There are
The child slammed the door!  is more powerful than The door was slammed by the child!Avoid forms of "to be" (as in the second, passive sentence)
See Purdue University's On-line Writing Lab:  Active and Passive Voice
When you get your assignment back, ask for feedback on the above in order to improve your skills.
See also:
DesignSensory Professional Writing Style
General Writing Concerns (Planning/Writing/Revising/Genres), Online Writing Lab, Purdue University
Clear, Concise and Direct Sentences, Writing Center, University of Wisconsin at Madison
Revising Prose, Writing Center, Rensselaer Polytechnic Institute
7: Profread:
Intentionally separate "proofreading" from the "writing" and "revising" processes.Writing and revising focus on content, message and style; proofreading focuses on "mechanics."
Work with another:
It is twice as hard to detect mistakes in your own workas in someone else's!
Get a second opinion!A fresh set of eyes may not only find errors, but also have suggestions for improvement 
Professional editors proofread as many as ten times.Publishing houses hire teams of readers to work in pairs, reading out loud. And still errors occur.
Cultivate a sense of doubtTake nothing for grantedIf you know you repeat certain errors, double check for them.Most errors in written work are made unconsciously. These are sources of unconscious, repetitive error:
Misspellings:  a word like "accommodate" can be checked through a spellchecker in word processing 
Keyboarding: "form" for "from"A keyboarding error that is common and unthinkingly repeated 
Usage error "which" for "that"Word processors may locate the problem but it is left to you to decide and choose 
InattentionThe mind works far faster than the pen or keyboarding 
Read out loud, word for word:
Take advantage of two senses:  hearing and seeingIt is often possible to hear a mistake, such as an omitted or repeated word that you have not seen
Slow downRead what is actually on the page, not what you think is thereThis is difficult, particularly if you wrote what you are reading
Why slow down?When you read normally, you often see only the shells of words -- the first and last few letters, perhaps. You "fix your eyes" on the print only three or four times per line, or less. You take in the words between these points, and get less accurate the the more you stray from the point. The average reader can only take in six letters accurately with one fixation. This means you have to fix your eyes on almost every word you have written and do it twice in longer words, in order to proofread accurately. You have to look at the word, not slide over it.
Adapted with permission from SSL, University of Maryland
Turn in the paper 
Celebrate a job well done,with the confidence that you have done your best.
This last is very important.
See also:
Proofreading symbols, Capital Community College, Hartford, CTProofreading strategies, Purdue University On-Line Writing Lab