978-1259989582 Chapter 7 Part 1

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Chapter Seven

Explaining a Process: Cultures and Traditions

Table of Contents

Brief Chapter Outline…………….………………………………………….…….….…….….… 2

Chapter Outline and Lecture Notes………………………………….….….….….…….…4

Vocabulary Review………..………………………………………………….…………………….. 8

Class Activities and Sample Assignments…..……….………………………………….9

Connect Resources……………….…………………………..……………..…….….…….…... 10

Discussion Questions for Online/Hybrid Classes……………………………………12

Graphic Organizers…………..………………………………………………….….…….….…..13

Step by Step…………………………………………………………………….….….…….….….. 13

Sensory Details…………….…………………………………………………….….….…….…... 14

Preparing for the Process……………………………………………………..……….….…..15

Teaching Tools……………………………………………….………………….…….….….……..16

Grading Rubric for Process Essays………………………………….………………….….16

Process Peer Review Worksheet…………….………………………………………………17

Writing Topics…………………………..…………………….…………………………….…….… 18

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Chapter Seven

Explaining a Process: Cultures and Traditions

Brief Chapter Outline

I. Learning Outcomes

In this chapter you will learn techniques for achieving these learning outcomes:

Identify real-world applications for explaining a process in writing.

Understand the qualities of effective process analysis writing.

Interpret images and readings related to cultures and traditions.

Analyze the rhetorical star for explaining a process.

Apply the qualities of process analysis writing.

II. Real-World Applications for Explaining Processes

Learning Outcome 7-1: Identify real-world applications for explaining a

process in writing.

a. Process writing in college

b. Process writing in your daily life

c. Process writing in your career

III. Qualities of Effective Process Analysis Writing

Learning Outcome 7-2: Understand the qualities of effective process analysis

writing.

a. Begin with a clear introduction.

b. Include a list of materials.

c. Explain each step in chronological order.

d. Define special terms.

e. Give helpful tips and warnings as needed.

f. Include visual aids as needed.

g. End with a decisive conclusion.

IV. Process Writing in the Context of Cultures and Traditions

Learning Outcome 7-3: Interpret images and readings about processes

related to cultures and traditions

a. Writing assignment options

b. Interpreting an advertisement

c. Writing about an image

d. Media connection for explaining processes

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Chapter Seven

Explaining a Process: Cultures and Traditions

V. Analyzing the Rhetorical Star for Explaining a Process in Writing

Learning Outcome 7-4: Analyze the rhetorical star for explaining a process.

a. Subject

b. Audience

c. Purpose

d. Strategy

e. Design

VI. Applying the Steps for Writing about a Process

 Learning Outcome 7–5: Apply the qualities of process analysis writing

a. Discovering

b. Planning

c. Composing

d. Getting feedback

e. Revising

f. Editing

g. Proofreading

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Process Writing in the Chapter

Career-Based Process Writing:

“10 Ways to Improve Your Office Etiquette” by Calvin Sun (pages 149-150)

“Steps in Venipuncture” by Rose Farhat-Goodson (page 151)

“How to Feed a Nursing Home Resident” by Marissa Scott (pages 151-152)

Reading and Reflection Process Writing:

“Happy Unbirthday” by Marlo Morgan (pages 153-155)

”Bringing Out the Flirt in You” by Christine Ng (pages 155-158)

“Take Me Out to the Ball Game” lyrics by Jack Norworth, music by Albert von Tilzer (pages

158-159)

Student Writing:

“Cooking Oxtails, Jamaican Style!” by Karen Ebanks (pages 159-160)

“How to Make a Traditional Hawaiian Lei” by Alexander Gehring (page 161)

Chapter Seven

Explaining a Process: Cultures and Traditions

Chapter Outline and Lecture Notes

I. Learning Outcomes

In this chapter you will learn techniques for achieving these learning outcomes:

Identify real-world applications for explaining a process in writing.

Understand the qualities of effective process analysis writing.

Interpret images and readings and processes related to cultures and

traditions.

Analyze the rhetorical star for explaining a process.

Apply the qualities of process analysis writing.

II. Real-World Applications for Explaining Processes (pages 145-147)

Learning Outcome 7-1: Identify real-world applications for explaining a

process in writing.

a. Process writing in college

i. You might need to write about a biology process.

ii. You might need to explain what happened in a battle for a history

class.

iii. You might need to write the step-by-step instructions for performing

a procedure related to your major.

b. Process writing in your daily life

i. You might need to provide instructions to a babysitter or pet-sitter.

ii. You might want to write down the steps of a recipe.

iii. You might need to write a witness statement.

c. Process writing in your career

i. You might need to leave directions for someone who fills in for you

when you are out.

ii. You might need to write an explanation of how to do your job if you

are promoted.

III. Qualities of Effective Process Analysis Writing (pages 147-152)

Learning Outcome 7-2: Understand the qualities of effective process analysis

writing.

a. Begin with a clear introduction.

i. Create an informative title.

ii. Include an attention-getter.

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Chapter Seven

Explaining a Process: Cultures and Traditions

iii. Make sure to include a clear thesis statement.

b. Include a list of materials.

i. Include a list of necessary materials.

ii. List specific details and required amounts if applicable.

c. Explain each step in chronological order.

i. Determine if your main purpose is to instruct or to inform your

reader.

ii. Include every step to ensure the reader will be able to perform or

understand the process.

iii. Organize the steps chronologically to prevent confusion.

iv. Consider explaining why steps are performed to prevent the reader

from skipping them.

v. Use transitions to help move the process along.

vi. Use action verbs to guide the reader through the process.

vii. Make sure to cover everything promised in the introduction.

d. Define special terms.

i. Define terms that may be new to the reader.

ii. Use definitions based on your experience instead of definitions

from the dictionary.

e. Give helpful tips and warnings as needed.

i. Include tips or warnings just before or along with the appropriate

step.

ii. Consider using a skull and cross bones to indicate potential danger.

f. Include visual aids as needed.

i. Determine if pictures or graphics are needed to help the reader fully

comprehend the process.

ii. Consider including a picture of the final product for your process, if

appropriate.

g. End with a decisive conclusion.

i. Let the reader know when the process is complete.

ii. End with any additional suggestions you have for the reader.

IV. Process Writing in the Context of Cultures and Traditions (pages 153-163)

Learning Outcome 7-3: Interpret images and readings about processes

related to cultures and traditions.

a. Writing assignment options

i. Choose a topic and write a process analysis.

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Chapter Seven

Explaining a Process: Cultures and Traditions

ii. Consider your rhetorical star and the qualities of an effective

process analysis.

b. Interpreting an advertisement

i. Determine the message ad’s artist conveys.

ii. Write a response to the advertisement.

c. Writing about an image

i. Consider the images in the chapter.

ii. Determine what cultural traditions are represented.

iii. Decide what process is being performed.

iv. Relate the images to your own culture and traditions.

d. Media connection for explaining processes

i. Watch, read, or listen to the suggested media from the text for

examples of process analysis.

ii. Exploring media may help you better understand methods for

explaining a process.

iii. Give credit to sources.

V. Analyzing the Rhetorical Star for Explaining a Process in Writing (pages 164-

166)

Learning Outcome 7-4: Analyze the rhetorical star for explaining a process.

a. Subject

i. Select a topic appropriate for a college-level audience.

ii. Make sure you are very familiar with the process you select.

iii. Ensure the process is not too easy or too difficult.

b. Audience

i. Determine who your readers are.

ii. Decide if you want readers to perform the process or to simply

understand it.

iii. Too much detail is better than too little, in case the audience is not

familiar with the process.

c. Purpose

i. Determine if you are instructing or informing.

ii. Instructional processes tell the reader how to make or do

something.

iii. Informative processes tell the reader how something works, how a

process is done, or how something is made.

iv. Keep your purpose in mind throughout the essay.

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Chapter Seven

Explaining a Process: Cultures and Traditions

d. Strategy

i. Explain the process.

ii. Determine if additional strategies are necessary to enhance the

explanation.

e. Design

i. Decide if you need to use a paragraph format or numbered steps.

ii. Determine if additional headings or pictures are needed to help the

reader better understand the process.

VI. Applying the Steps for Writing about a Process (pages 166-167)

 Learning Outcome 7–5: Apply the qualities of process analysis writing.

a. Discovering

i. Use the readings, images, and other media suggestions in the

chapter to help select a process.

ii. Try making a list of possible processes.

iii. Select a process with which you are already familiar.

iv. Consider making a rough sketch of the process or procedure to

help with the writing process.

b. Planning

i. Create a list or outline to help organize your ideas.

ii. Follow a chronological sequence.

c. Composing

i. Write a first draft of your process.

ii. Don’t worry about grammar and punctuation during this phase.

iii. Remember to keep your overall point in mind as you write.

d. Getting feedback

i. Have someone read your rough draft and use the peer review

questions for feedback.

ii. Get a second opinion if possible.

iii. Ask your reviewer to identify any steps that are unclear.

e. Revising

i. Using the feedback, revise your process analysis.

ii. Make sure the steps are clear and organized chronologically.

iii. Go through the process in your head to make sure that you haven’t

left out any important steps or warnings.

f. Editing

i. Read your process again.

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Chapter Seven

Explaining a Process: Cultures and Traditions

ii. Look for errors in grammar, punctuation, and mechanics.

iii. Focus on the chronological order and action verbs used to ensure

they are clear to the reader.

g. Proofreading

i. Read your process one last time.

ii. Check for typographical errors that may interfere with the reader’s

understanding of your process.

without the prior written consent of McGraw-Hill Education.

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Chapter Seven

Explaining a Process: Cultures and Traditions

Vocabulary Review

Culture: the way people in a particular group behave based on their beliefs and values

(LO 7.3)

Informative process: a process that tells the readers how something works, how a

process is done, or how something is made (LO 7.4)

Instructional process: a process that tells the readers how to make or do something

(LO 7.4)

Process analysis: the process by which a procedure is broken down into its

component steps (LO 7.1)

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Chapter Seven

Explaining a Process: Cultures and Traditions

Class Activities and Sample Assignments

1. Ask student to bring in a food item connected to their culture or heritage. Allow

students to share the significance of the item and to explain the process of

preparing, presenting, or eating the food. (LO 7.2)

2. Put students in groups of 3-5 people. Assign a culture to each group and have them

research that culture’s traditions, foods, clothing, and other relevant information.

Each group should select one process discovered during their research and write

out the steps of that process. They should then demonstrate the process to the

class. This process could be preparing for a ceremony, playing a new game,

celebrating a special day, or possibly dressing for a special occasion. Allow students

to select their own culture to complete the project. (LO 7.5)

3. Assign each student a specific location in the school building. The student must

then write step-by-step directions to that location for another classmate without

naming the specific place. Allow the class to try finding the locations by following the

directions. Upon returning to class, discuss the directions that were easy to follow

and those they found difficult. (LO 7.5)

4. As a class, create a poster for “The Steps for Becoming a Successful Student.”

Consider the rhetorical situation before beginning. (LO 7.4 and LO 7.2)

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