Writing in Class

1. Writing in Class A workshop to help Student Support Services (SSS) Participants manage in-class composition writing.

2. Rationale for Workshop • In both your academic and professional careers, you will often be faced with situations in which you must write a coherent, effective piece in a limited amount of time, without the benefit of revision. • Although in many cases, these occasions are entirely extemporaneous, more often than not, you will have the opportunity to prepare yourself to execute the task effectively. Therefore, we will concentrate on this facet of on-the-spot writing. Quoted verbatim at May 07 2007 at http://www.english.uwosh.edu/henson/writing/inclassguid.html

3. Workshop Objectives • Provide tips for writing in-class compositions. • Discuss the writing process and how to quickly complete it. • Provide practice opportunity. • Note: Source information is provided on individual slides.

4. First , which of these initial responses do you have when assigned in-class compositions or essay exam responses to write? Graphics: yahoo images and Microsoft images

5. Ideally . . . your response is . . . Calm . . . Reflective . . . and Ready for the challenge. Is This You? Graphics: yahoo images and Microsoft images

6. Relax and Think . . . You Already Know . . . The Writing Process . . . • Invention • Collection(Main resource -- Memory?) • Organization (Vital for in-class and out-of-class writing) • Drafting • Revising • Proofreading Stage 1 Stage 2 Stage 3

7. Stage 1: Invent • 2: to devise by thinking • 3: to produce (as something useful) for the first time through the use of the imagination or of ingenious thinking and experiment Slide inspiration: Purdue Online Writing Lab Graphics: yahoo images and Microsoft images

8. Invent what? • A Subject or Topic – usually, for in-class writing assignments, the instructor will give you a topic on which to write or a question to answer. • A Thesis Statement (your opinion) – Tip: Rewrite the question in statement form, using key terms in the thesis statement. Key Terms: Pay attention to key terms used in the question or topic the instructor gives. This will help you rewrite question as a thesis statement. (See handout.) Slide inspiration: Purdue Online Writing Lab

9. Invention is . . . • coming up with a topic, thesis and writing ideas • How? Try Brainstorming. • Getting your ideas on paper as soon as they come to mind • Two Common Brainstorming Techniques • (1) Listing: Putting writing topics on paper as you think of them. • (2) Clustering: Visually mapping out ideas to support thesis or topic. Slide inspiration: Purdue Online Writing Lab

10. One Brainstorming Technique . . . Listing: Topics • Political apathy • Animal abuse • NFL instant replay • Air pollution • Cats vs. Dogs • Telemarketing scams • Internet censorship • NBA salary caps Brainstorming Slide inspiration: Purdue Online Writing Lab

11. Another Brainstorm Approach . . . Clustering: mapping out ideas Contracts sportsmanship First Amendment NFL salary caps media censorship Athlete Gender Marketing strategies NBA Multi-million dollar Endorsements negotiations Slide idea: Purdue Online Writing Lab

12. Stage 2: Organize • To remove the randomness or chaos • To add structure or efficiency • To arrange • To manage (Encarta Dictionary: English (North America) Slide inspiration: Purdue Online Writing Lab Graphics: Microsoft

13. Organize (Outline)? What is an outline? Outline – Data or information written into a plan of development. Outline Choice • Sentence • Topic (usually practical for in-class writing or essay exams) Slide inspiration: Purdue Online Writing Lab

14. SAMPLE OUTLINE Example of a Thesis Statement:  Cats make better pets than dogs. • Why Cats Make Better Pets than DogsBy A. Student • A.  Cats better pets than dogs (Topic or Thesis) • B.  Cats better pets than dogs (Blueprinted Thesis) • (1) cats cleaner, • (2) cats more affectionate • (3) cats better with children. Source for Sample Outline Slides: http://www.academic.marist.edu/alcuin/icw/webhtml/outlining.htm

15. Sample Outline (Cont.) If you can follow through an entire outline with details such as this, the writing battle is nearly over! Body II. Secondary Point 1 (Cats cleaner than dogs) A. Cats -- wash themselves at least twice daily 1. Spend 60% of life grooming selves 2. try to avoid dirty elements, such as mud B. Dogs – need to be hand washed. III. Secondary Point 2 (Cats more affectionate than dogs) IV. Secondary Point 3 (Cats work better with children)

16. Sample Outline (Cont.) Conclusion V. Conclusion (Restate Thesis and Summarize content in Body paragraphs II – IV) Source for Sample Outline Slides: http://www.academic.marist.edu/alcuin/icw/webhtml/outlining.htm Graphics: Microsoft

17. Step 3: Drafting . . . requires . . . • Writing first draft (using your outline) • Revising draft quickly for logic problems. • Proofreading for and correcting physical errors. Slide inspiration: Purdue Online Writing Lab

18. (Writing) Drafting and Revising Writing the Essay /Answer Use Outline. Introduction Begin with a strong first sentencethat states the main idea or thesis of your essay. Continue this first paragraph by presenting key points that you might discuss in the essay or question response. Slide inspiration: Purdue Online Writing Lab

19. Writing the Essay / Answer • Body • Begin each body paragraph with a key point or term from the introduction. (Topic Sentences) • Develop each topic sentence into a complete paragraph (supporting evidence or examples) • Use transitions or enumerations to connect your points. • Hold to your time allocation and organization. • Qualify answers when in doubt. It is better to say "toward the end of the Nineteenth century" than to say "in 1894" when you can't remember, whether the date is 1884 or 1894. In many cases, the approximate time is all that is wanted.

20. Writing the Essay / Answer Conclusion Restate and Summarize body paragraphs. Graphic: Microsoft

21. Writing Practice Create a topic outline of your response to the following scenario and question. Remember, you need a thesis. Scenario:You approach the bathroom in a public facility that your tax dollars have partly helped to finance and you see a human being standing there, blocking the entrance to the bathroom and carrying on a personal conversation with another person. The person sees you and yet continues blocking the door and talking. Assume that you really need to go to the bathroom and that you are not just attempting to enter there to comb your hair or gaze lovingly into your own eyes in the mirror. What are three possible responses you might have to the person blocking the door and what are some possible consequences to your responses?

22. Conclusion • SSS hopes this presentation has given you some useful information concerning the task of writing in class. • Source information included on individual slides. • Please complete and submit to workshop instructor a Seminar Evaluation form to get credit for this workshop. • Also, please feel free to suggest any other topics that you would like to see presented. Phone: 334-670-5985. • Thank you, and have a great learning experience here at Troy University.

23. Credits . . . Presentation developed / compiled by: Rebecca C. Money, English/Reading Specialist Student Support Services; Shackelford Hall Annex, Room 109; Troy University; Troy, AL 36082 Phone: 334-670-5985; rmoney@troy.edu PPT dev: 2007/01-04 Troy University Student Support Services Buffie Edwards, Coordinator Eldridge Hall, Room 24; Troy University; Troy, AL 36082 Phone: 334-670-5985; bmedwards@troy.edu

24. Writing in Class THE END