978-1259989582 Chapter 2 Part 2

Chapter Two: The Writing Process

Class Activities and Sample Assignments

1. In small groups, have the class share their previous experiences with topic selection.

Do they prefer being given a topic or getting the opportunity to pick a topic? (LO 2.1)

2. Place students in groups and give each group a large piece of white paper with

colorful markers. Place a topic on the board, and assign each group a discovering

technique. Have each group show their discovery method on the white paper, using

the topic provided. As a class, discuss how different people might prefer different

techniques. How might this prevent writer’s block? (LO 2.1)

3. As a class, establish rules of etiquette for peer reviews. Make sure to create a list for

the reviewer as well as for the writer. If possible, post the rules in the classroom. If

not, gently remind the class prior to review sessions. (LO 2.4)

4. The writing process includes seven steps. Break the class into seven groups, and

assign each group a different step from the writing process. Have the groups create

lists explaining why their specific step is the most important in the writing process.

Have each group present its argument to the class—similar to a mini debate. You

may want to invite “guest judges” to select the group with the best reasons. (LO 2.1-

2.7)

without the prior written consent of McGraw-Hill Education.

IM-2|11

Chapter Two: The Writing Process

Connect Resources

SmartBook

In SmartBook for Chapter 2, The Writing Process, students receive an overview of the

chapter in the “Preview” phase. During the “Read” phase, key concepts are highlighted

for students. They can also read one or more of the “Career-Based,” “Reading and

Reflection,” or “Student Writing” selections during this phase—you will need to let

students know which selections to read. During the “Practice” phase, students respond

to probes that will reinforce their learning of key concepts. If students are struggling with

an assignment, they can use the “Recharge” phase for additional practice.

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:

The Writing Process

Recognize writing as a process of discovery.

Recognize writing as a recursive process.

Recall the stages of the writing process.

Generating Ideas

Identify the purpose and audience for analytical writing projects.

Identify the purpose and audience for informative writing projects.

Identify the purpose and audience for argumentative writing projects.

Identify the context and type of writing for analytical writing projects.

Identify the context and type of writing for informative writing projects.

Identify the context and type of writing for argumentative writing projects.

Compare the techniques used to generate ideas for writing.

Planning and Organizing

Identify the approach to creating thesis statements for analytical writing projects.

Identify the approach to creating thesis statements for informative writing projects.

Identify the approach to creating thesis statements for argumentative writing projects.

Compare/Contrast the different ways of organizing ideas based on the purpose.

Compare/Contrast the different ways of organizing ideas based on the thesis statement.

Illustrate the appropriate use of outlining for arranging ideas into a logical structure.

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

without the prior written consent of McGraw-Hill Education.

IM-2|12

Chapter Two: The Writing Process

you can upload your own selections. Utilize any selection to help students review the

writing process.

Discussion Questions for Online/Hybrid classes

1. How can online students assist each other with topic selection? Have students post

2-3 questions for their peers to stimulate topic ideas. (LO 2.1)

2. When might the seven-step writing process be useful in your daily life? When

writing about a topic that evokes emotion, why is careful planning critical? (LO 2.1-

2.7)

3. Because online students tend to be more confident on a computer, how might the

revising and editing steps of the writing process be easier for an online student than

a student in a traditional classroom? (LO 2.5 and LO 2.6)

4. Many jobs now require online forms of communication, from email to webinars. An

employee’s first impression with a client may not come from a face-to-face

interaction, but from a written communication. Why is proofreading a critical step

when sending online correspondence? (LO 2.7)

without the prior written consent of McGraw-Hill Education.

IM-2|13

Chapter Two: The Writing Process

Graphic Organizers

Clustering

Use the circles below as a starting point for generating ideas for a topic. Add lines to

connect thoughts and create additional circles as needed.

without the prior written consent of McGraw-Hill Education.

IM-2|14

Chapter Two: The Writing Process

Journalist Questions

without the prior written consent of McGraw-Hill Education.

IM-2|15

Journalist

questions

Who? What? Why?Where?When? How?

Chapter Two: The Writing Process

Pyramid Plan

Use the pyramid below to narrow a broad subject. You can use a topic from the chapter

or one of your own. See if you can reach the top of the pyramid.

without the prior written consent of McGraw-Hill Education.

IM-2|16

Chapter Two: The Writing Process

without the prior written consent of McGraw-Hill Education.

IM-2|17

Chapter Two: The Writing Process

Teaching Tools

The Seven Steps of the Writing Process

Due Dates and Submission Dates

Step Due Date Date Submitted

1. Discovering

2. Planning

3. Composing

4. Getting Feedback

5. Revising

6. Editing

7. Proofreading

without the prior written consent of McGraw-Hill Education.

IM-2|18

Chapter Two: The Writing Process

(LO 2.5)

Peer Review Worksheet

Writer’s name: _______________________________ Date: ______________

Reviewer’s name: ____________________________

Essay title: __________________________________

1. What is the thesis statement of the essay? Do you agree with the placement? Why

or why not?

2. What main support points are used in the essay? Are they organized in a logical

manner? Are they strong enough to prove the thesis statement?

3. What is the most memorable part of the essay? Why do you feel that way?

4. Are transitions used to make the paragraphs and sentences flow smoothly? Give

examples of the transition words used. Are there any places where a transition is

needed? If so, where?

5. What types of grammatical errors did you see?

6. Did the author provide a clear conclusion? What makes you feel that way?

without the prior written consent of McGraw-Hill Education.

IM-2|19

Chapter Two: The Writing Process

7. What additional suggestions do you have?

Writing Topics

Students should utilize the Rhetorical Star and the seven steps of the writing

processing.

1. Write about your experiences as a college student. How does college differ from

high school? How are you different? You may want the audience to be the college

administration or future students.

2. The writing process encourages organization. Write an essay describing your own

organizational style (or lack of organization) in your daily life. How would your friends

and family describe you? Feel free to use humor in your response.

3. Just as writing involves a process, many parts of life can also involve steps. Share a

part of your life that requires a process. For example, do you have a system for

getting ready each day? Are you taking steps to buy or rent a home?

without the prior written consent of McGraw-Hill Education.

IM-2|20