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Chapter One: Getting Started with Writing
5. Ask students to list the appropriate writing strategy next to each of the topics listed
below. Students should be prepared to explain their choices. Answers may vary. (LO
1.6)
You want to tell a friend about a
crazy first date.
You want to explain to your
spouse that buying a new car is
better than keeping the old one for
another year.
You want to show your parents
that you turned out well because
of them.
You want to teach your
classmates a new dance.
You want to share your
grandmother’s house with a family
member who can’t visit her.
You want to convince your
neighbors to vote in an upcoming
election.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter One: Getting Started with Writing
Connect Resources
SmartBook
In SmartBook for Chapter 1, Getting Started with Writing, students receive an overview
of the chapter in the “Preview” phase. During the “Read” phase, key concepts are
highlighted for students. During the “Practice” phase, students respond to probes that
will reinforce their learning of key concepts such as recognizing writing as a process of
discovery. If students are struggling with an assignment, they can use the “Recharge”
phase for additional practice.
Utilizing the SmartBook during Lesson 1 will help students gain confidence with the
interactive tool, making it even more effective in later lessons.
LearnSmart Achieve
You can use the “Customized Study Plan” to assign one or more of the following topics
and learning outcomes to students who are working on the writing process:
Writing Process
Recognize writing as a process of discovery.
Recognize writing as a recursive process.
Recall the stages of the writing process.
Power of Process
Power of Process guides students through the critical-reading and writing process step-
by-step. You can assign selections from the eReader using the “Select a Text” option, or
you can upload your own selections.
It may be helpful to assign a reading from the eReader and have students identify the
five points of the rhetorical star for additional practice. Consider assigning a narrative or
descriptive selection.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-1|12
Chapter One: Getting Started with Writing
Discussion Questions for Online/Hybrid Classes
1. As a child, where do you remember writing? Did you ever keep a journal or write
poetry or stories? If so, do you still have them? (LO 1.1)
2. Describe your ideal writing space to your classmates. How does being an online
student change your writing space? (LO 1.1)
3. How is understanding the rhetorical situation especially important when posting in
online class discussions? (LO 1.2)
4. Write a paragraph describing yourself to your classmates. Include details about
family life, unusual experiences, social activities, or other interesting tidbits. How
might this information influence your thoughts and ideas? Why might this information
be helpful to your classmates? (LO 1.5)
5. Because online communication has become increasingly common, why is netiquette
critical for career success? What do you do to ensure your writing follows the
guidelines for netiquette? (LO 1.2)
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter One: Getting Started with Writing
Graphic Organizers
The Rhetorical Star
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Audience
Design Purpose
Strategy
Subject
Chapter One: Getting Started with Writing
Rhetorical Star Analysis
Title of Work:
Subject
Audience
Purpose
Strategy
Design
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter One: Getting Started with Writing
Ideal Writing Environment
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Background
Noise
The Place
Time of Day
The Perfect
Writing Tool
Seating
Choice
Lighting
My Ideal
Writing Space
Chapter One: Getting Started with Writing
Teaching Tools
Essay Guidelines
Prewriting due date
Outline due date
Draft 1 due date
Revision due date
Final draft due date
Minimum word requirement
Documentation style (APA or MLA)
Number of required sources
Handwritten or typed (font and spacing)
Visual aids
Formal or informal
Writing strategy
Subject
Audience
Grading Rubric
Purpose Possible Points Student Score
Subject: message is
clearly conveyed 20
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter One: Getting Started with Writing
Audience: reader’s
interests and needs are
considered throughout 20
Purpose: reason for
writing is apparent 20
Strategy: appropriate for
purpose and audience 20
Design: follows
instructor’s guidelines 20
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter One: Getting Started with Writing
Writing Topics
Prior to writing, ask students to complete the Rhetorical Star chart.
Write a short essay describing a positive or negative writing experience you’ve had.
How have you grown as a writer since that time?
Look at two magazines or newspapers with different audiences. For example, you could
look at Sports Illustrated and Vogue. Write a paragraph explaining how the target
audiences differ.
Write an essay explaining how modern technology has changed the way people
communicate. Is this change positive or negative? Is it easier or more difficult to
effectively convey a message using modern technology or traditional communication
approaches?
Write a brief essay explaining characteristics you have as an audience member. What
beliefs do you have? What issues do you feel strongly about? What makes you unique?
When designing your document, feel free to use fonts or graphics that express your
personal style.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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