Day 2: The Writing Process and Basic Essay Structure

Objectives: You will be able to:
-Practice using language creatively via descriptions
-Understand what effective rhetoric is
-Discuss personal brainstorming strategies
-Identify the important parts of an essay

Mystery Object

I will begin class by putting you into groups of three. One person must be the speaker, one person must be the typist, and one person must be the artist.

I will call the speaker from each group to the front. Each speaker will see an object that I have hidden. The speakers must return to their groups and describe the object to the typist and the artist without saying what the object is and what it does. You may only describe what it looks like, feels, tastes like, smells like, and what it sounds like.

The typist will then have to write down a description of what the object looks like.

Lastly, the artist will open up the paint program on the computer and paint a picture that represents the typists description.

After each group finishes their painting, we will compare to see who was closest to the original object.

Rhetoric

"Rhetoric is the art of putting one's case in the strongest and best possible way. It combines the audience's expectation and the writer's desire to please - to communicate with their audiences. Rhetoric is all about effectiveness" (McCuen-Metherell & Winkler, 2007).

In your groups you need to read two paragraphs. You will need to ultimately decide which one is rhetorically better. Answer the questions after each paragraph to help you make your decision.

Scenario

you are a freshman in college who is undecided about what to major in. You are be interested in English literature, but you're not convinced it's the best fit for you. Fortunately, you have two friends who are in that major. You e-mail them to ask them why they chose their major and what they like about it.

RESPONSE FROM FRIENDS 1 AND 2

Brainstorming


Writing with creativity and details, knowing when to add more and how much is too much, are things writers learn over time. But each writer has to start somewhere. So, how do you start to develop an idea you have for a paper? Or, more basically, how do you come up with ideas?

Get back into your groups and each of you should share examples of occasions at work or at school that require you to generate ideas. Also, explain how you come up with those ideas.

After your discussion, each group member should come up and briefly share a method that he/she uses to brainstorm.

Outlining

Brainstorming helps you generate ideas, and the next step, outlining, helps you organize those ideas. A well organized paper will make the focus of your writing clearer and easier to understand--two desirable qualities in academic writing.

As a class we come up with what you believe are the four important elements of a paper.

In your groups, work together to come up with a brief explanation of what each is and what it does.