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Chapter Two: The Writing Process
Table of Contents
Brief Chapter Outline............................................................................................... 2
Chapter Outline and Lecture Notes.........................................................................4
Vocabulary Review.................................................................................................. 9
Class Activities and Sample Assignments.............................................................10
Connect Resources................................................................................................ 11
Discussion Questions for Online/Hybrid Classes....................................................12
Graphic Organizers................................................................................................ 13
Clustering.............................................................................................................. 13
Journalist Questions............................................................................................... 14
Pyramid Plan......................................................................................................... 15
Teaching Tools....................................................................................................... 16
Due Dates and Submission Dates.........................................................................16
Peer Review Worksheet.........................................................................................17
Writing Topics........................................................................................................ 18
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-2|1
Chapter Two: The Writing Process
Brief Chapter Outline
I. Learning Outcomes
In this chapter, the student will learn techniques for achieving these learning
outcomes:
Discover ideas about a topic.
Plan and organize a document.
Compose a document.
Get appropriate feedback on a document.
Revise a document.
Edit a document.
Proofread a document.
II. Discovering
Learning Outcome 2-1: Discover ideas about a topic.
a. Brainstorming
b. Listing
c. Freewriting
d. Questioning
e. Journaling
f. Sketching
g. Talking
h. Reading
i. Viewing
III. Planning
Learning Outcome 2-2: Plan and organize a document.
a. Narrowing your focus
b. Writing a preliminary thesis
c. Determining main points
d. Clustering
e. Creating a graphic organizer
f. Ordering ideas
g. Outlining (informal and formal)
IV. Composing
Learning Outcome 2- 3: Compose a document.
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without the prior written consent of McGraw-Hill Education.
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Chapter Two: The Writing Process
V. Getting Feedback
Learning Outcome 2- 4: Get appropriate feedback on a document.
a. Conferences
b. Peer review
c. Tips for peer reviewers
d. Tips for writers
e. Writing centers and online writing labs
f. Tips for working with writing tutors
VI. Revising
Learning Outcome 2-5: Revise a document.
a. Adding and deleting ideas
b. Developing
c. Arranging
VII. Editing
Learning Outcome 2- 6: Edit a document.
a. Word choice (diction)
b. Sentence structure
c. Grammar
d. Punctuation
e. Spelling
f. Mechanics
g. Editing marks
VIII. Proofreading
Learning Outcome 2- 7: Proofread a document.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-2|3
Chapter Two: The Writing Process
Chapter Outline and Lecture Notes
I. Learning Outcomes
The student will learn techniques for achieving these learning outcomes:
Discover ideas about a topic.
Plan and organize a written document.
Compose a document.
Get appropriate feedback on a document.
Revise a document.
Edit a document.
Proofread a document.
II. Discovering (pages 17-21)
Learning Outcome 2-1: Discover ideas about a topic.
a. Brainstorming
i. Write whatever comes to mind.
ii. Don’t worry about following any structure or format.
iii. Utilize your creativity.
b. Listing
i. Write a list of everything that relates to your subject.
ii. Realize listing differs from brainstorming due to focus.
iii. Write for approximately 10 minutes.
iv. “Eliminate or cross out the items you won’t need.
v. Your list may be helpful during the planning stage.
c. Freewriting
i. Write for 10 to 15 minutes.
ii. Use complete sentences when you write.
iii. Don’t worry about grammar and punctuation.
iv. Try a second freewriting session with one of your earlier ideas.
d. Questioning
i. Ask questions: Who? What? When? Where? Why? How?
ii. Write down everything you can for each question.
iii. Determine which questions you will or won’t need later.
iv. Use your answers as a starting point for your essay.
e. Journaling
i. Keep a daily writer’s journal.
ii. Jot down ideas that pop into your head.
iii. Write about your feelings and your surroundings.
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Chapter Two: The Writing Process
iv. Consider the past and its impact.
v. Don’t worry about grammar or sentence structure.
vi. Reread your entries to find ideas worth expanding.
f. Sketching
i. You don’t have to be artistic.
ii. Doodling or drawing may help generate ideas about your topic.
iii. Stick figures are acceptable.
iv. You may want to write captions to help remind you of your ideas at a
later time.
g. Talking
i. Bounce ideas off of friends or family members.
ii. Something you or your friend/family member says may lead to topic
ideas.
iii. Consider speaking to someone familiar with your subject.
iv. Ask questions.
h. Reading
i. Read what others have written about your topic.
ii. Use a variety of reading material, from magazines to online sources.
iii. Make sure to cite your sources as you gather information.
i. Viewing
i. Look around you for inspiration.
ii. Utilize photographs, television, or the Internet.
iii. Document any visual sources you may use.
III. Planning (pages 22-28)
Learning Outcome 2-2: Plan and organize a document.
a. Narrowing your focus
i. Consider returning to the discovery phase with an idea generated
previously.
ii. Determine what main points to use.
iii. Make sure you have enough main points to support your thesis.
iv. Choose your main points carefully.
b. Writing a preliminary thesis
i. Keep your tentative thesis in mind while planning.
ii. You can revise your thesis later if your opinion changes after
completing research.
c. Determining main points
i. Decide the main points you want to cover.
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Chapter Two: The Writing Process
ii. Select main points that support your thesis.
iii. Three to five main points in an essay works well.
d. Clustering
i. Write the topic in the center of a page and draw a circle around it.
ii. Draw lines out from the center circle.
iii. Write a main point at the end of each line and circle it.
iv. Continue to extend the lines, with additional circles containing
supporting ideas.
v. Consider creating a new cluster when the original cluster shows
many ideas in one area.
e. Creating a graphic organizer
i. When describing, appeal to the senses.
ii. When narrating, answer the journalist’s questions.
iii. When explaining a process, describe steps in chronological order.
iv. When explaining causes and effects, make a list of the causes and
the effects relating to your topic.
v. When comparing and contrasting, create a Venn diagram.
vi. When persuading, list details to support your thesis.
vii. When evaluating, make a list of the criteria you will use.
viii. Solving a problem, write out the pros and cons for several solutions.
f. Ordering ideas
i. Determine how to arrange your main points logically.
ii. Consider making a list or an outline of the main points.
iii. Utilize formal or informal outlines as needed.
g. Outlining
i. Informal outlines are lists of main points and their support.
ii. Formal outlines have a defined structure of points and
sub points.
IV. Composing (page 28)
Learning Outcome 2-3: Compose a document.
a. Use your discovery and planning stage ideas to create a rough draft.
b. Use your cluster or outline as a guide.
c. Focus on the first four points of the Rhetorical Star.
d. Concentrate on getting your ideas on paper and not on the presentation.
e. Write the easiest part first to build your confidence.
f. Don’t expect perfection.
g. Write until you’ve covered all of the main points you planned to address.
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Chapter Two: The Writing Process
h. Save your rough draft or place it in a safe location.
i. Take a break.
V. Getting Feedback (pages 28-31)
Learning Outcome 2-4: Get appropriate feedback on a document.
a. Conferences
i. Meet with your instructor for feedback.
ii. Don’t expect your instructor to correct your paper for you.
1. Learn to revise and edit your own papers.
b. Peer review
i. Provide and accept constructive criticism.
ii. Utilize peer review with writing on the job.
c. Tips for peer reviewers
i. Consider the writer’s feelings.
ii. Provide constructive criticism.
d. Tips for writers
i. Communicate with the reviewer.
ii. Take the suggestions in stride.
e. Writing centers and online writing labs
i. Writing centers often have people who will read your rough draft and
offer suggestions for revising and editing.
ii. Online writing labs often allow you to submit your draft electronically
and receive feedback within a day or two.
f. Tips for working with writing tutors
i. Have a rough draft ready.
ii. Have your instructor’s directions handy.
iii. Have specific questions in mind.
iv. Keep an open mind and a positive attitude.
VI. Revising (pages 31-32)
Learning Outcome 2-5: Revise a document.
a. Adding and deleting ideas
i. Determine if all of the main points are covered.
ii. Remove points that are unnecessary.
iii. Watch for unneeded repetition.
iv. Choose your main points carefully.
b. Developing
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Chapter Two: The Writing Process
i. Check to make sure you have enough detailed information to
support your main points.
ii. Try additional discovery techniques if you need more detail.
iii. Make sure you have enough evidence to prove your thesis.
c. Arranging
i. Determine if the order of your ideas makes sense.
ii. Move sentences or paragraphs around to create the best flow.
iii. Consider saving different versions of your draft if working on a
computer.
VII. Editing (pages 32-33)
Learning Outcome 2-6: Edit a document.
a. Word choice (diction)
i. Check for the use of precise words.
ii. Look for words with multiple meanings to ensure your message is
clear.
iii. Replace weak words with more interesting or lively words.
b. Sentence structure
i. Determine if sentences sound awkward.
ii. Check for sentences of varying length.
iii. Watch for choppy sentences.
iv. Clarify long, unclear sentences.
c. Grammar
i. Check for subject/verb agreement.
ii. Look for the proper use of pronouns.
iii. Determine if the adjectives selected provide enough description.
iv. Watch for correct adverb use.
d. Punctuation
i. Check ending punctuation.
ii. Make sure quotation marks are used correctly.
iii. Look for semicolon, colon, and comma use.
iv. Determine if special punctuation marks are appropriate or needed.
e. Spelling
i. Use a spelling check tool.
ii. Watch for spelling issues that may not be caught by the spelling
check tool.
f. Mechanics
i. Check capitalization.
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Chapter Two: The Writing Process
ii. Look for abbreviated words.
iii. Make sure numbers are spelled out, if needed.
VIII. Proofreading (page 33)
Learning Outcome 2-7: Proofread a document.
a. Check for the smallest detail.
b. Read your paper aloud.
c. Consider reading from the last sentence to the first sentence.
d. Get an additional peer review for more feedback.
e. Review the paper guidelines provided by your instructor.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
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Chapter Two: The Writing Process
Vocabulary Review
Brainstorming: the act of writing whatever comes to mind about a topic (LO 2.1)
Composing: utilizing the ideas generated through the discovery and planning stages to
create a rough draft (LO 2.3)
Discovering: exploring your subject (LO 2.1)
Editing: making changes to an essay in the areas of sentence structure, grammar,
punctuation, spelling, and mechanics (LO 2.6)
Feedback: getting advice from another person regarding your paper (LO 2.4)
Freewriting: taking 10 to 15 minutes to write down everything that comes to mind about
a topic in complete sentences (LO 2.1)
Graphic organizers: tools used to help writers see logical relationships among their
ideas (LO 2.2)
Journal: a place to keep track of thoughts and feelings (LO 2.1)
Listing: making a list of all the ideas that relate to a specific subject (LO 2.1)
Outline: a blueprint of the divisions and subdivisions in a paper (LO 2.2)
Planning: the process of organizing information obtained during the discovery stage of
the writing process (LO 2.2)
Proofreading: reading over a final draft of an essay in order to check for minor
mistakes (LO 2-7)
Questioning: using the questions Who? What? When? Where? Why? and How? to
discover ideas about a subject (LO 2-1)
Revising: making additional structural improvements to an essay following the peer
review phase of the writing process (LO 2-5)
Sketching: doodling or drawing to help generate ideas about a topic (LO 2-1)
Thesis: a statement that identifies the main idea of an essay (LO 2.2)
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