Posts Tagged: drafting

Posts Tagged ‘drafting’

Oct 14 2009


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Developing a Workable Plan, Talking out Ideas, Building Momentum, Incubation versus Procrastination, Narrowing a Topic, Developing a Thesis Statement, Topic-Restriction-Illustration, Developing Support, Threading a Thesis, Following Conventions, Working Outline, Formal Outline, Topical Outline, Audience Analysis

  • Building Momentum – Modified Freewriting: Ask students to open a Word document, turn their monitors off, and write for ten minutes. If they can’t get distracted by sentence-level details, they may find an initial momentum to help them start drafting.
  • Rhetorics as Resources: The Academic Writer (Chapter 10), Writing: A Manual for the Digital Age (Chapter 4), Harbrace Guide to Writing (Chapter 3)

Sep 13 2006

Drafting Activities

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Starting in the Middle: Free-write on Subtopic

Sometimes it’s easier to start in the middle. Encourage students to freewrite about a subpoint or a piece of evidence, rather than trying to freewrite from a more traditional “beginning” point.

Round-Robin Activity

Conversational free-write: “I’m writing about…”

Pass to classmate. Classmate responds:

  • “Your free-write leads me to ask the following questions…”
  • “I would like to know more about…”
  • “Have you considered…”

Continue to pass around the room for additional comments, questions, and feedback.

Discuss strategies for overcoming writer’s block and practice them in class

Sep 13 2006

Drafting: Direct Instruction in Thesis Development

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Scaffolding Development

    • Starting Point: I am writing about __________, and I am going to argue, show or prove __________.
    • Revising for voice: Rewrite the sentence to match your personal writing style.
    • Revising for conventions: Rewrite the sentence to match disciplinary conventions.

    Testing for Strength

      • Do I answer the question (posed by the assignment guidelines, my own research proposal, etc.)?
      • Have I taken a debatable position?
      • Is my thesis statement too vague? What makes my topic “good,” “successful,” or “disappointing”?
      • Does my thesis address readers’ “how” and “why” questions?
      • Do my thesis and the body of my paper match?

      Promote new/alternate research strategies: K-W-L –> Delay thesis development

      • K: What do I know?
      • W: What do I want to know?
      • L: What have I learned?

      Build in recursive writing process activities

        • 5-Minute Writes
          • Research activity –> Summary activity (i.e., summarize one source) –> Synthesis activity (i.e., synthesize information from a few sources) –> Thesis activity (simple statement through revisions)
          • What have I learned, and how does my new knowledge affect my thesis?
        • Peer Response
          • Thesis tests: So what? How? Why?
          • Do the thesis and the body text match?
          • Separate sessions for higher order concerns (thesis, content, organization) and lower order concerns (grammar, punctuation)