Day 2 ObjectivesActivities SWBATD comprehension of writing process for college-level writing assignments through discussion. SWBATD evaluation of own writing process styles while discussing the writing process. College Writing Our Ideas Thoughts and Advice from Students Fundamental Assumptions Why Write? Writing Process Overview The Stages Strategies Homework: Pages 1-21

Notetaking Expectations Notes everyday PPT provides an outline; you need to also write notes on specifics and details mentioned in lectures and discussions. Tips: Use abbreviations you understand Use stars, exclamations, and underlining to make important notes stand out Review your notes each night and write down questions for the next class on anything you are unsure about. Always start each day on a new page and date it.

College Writing – Our Ideas What do you think college writing is going to be like? Why do you think that?

Thoughts and Advice from College Students Former college students’ views on: Writing in college Coping with new kinds of writing Learning that writing is a process Changing writing habits Discovering writing resources

College Student Voices Ray Hum – value of a class is dependent on the student Kim Purvis – be prepared to write and rewrite Jonathan C. Meliker – be prepared to listen, think, and write Andrea Missino – much freer, personal writing David S. Slate – writing processes can be stressful; be persistent Naohiro Wada – be patient; read a lot; get the main points Reiko Yuguchi – don’t hesitate in discussions; don’t be shy; get to know people

Ways to Succeed Advice from Students Andy Powell – do your reading & don’t procrastinate Jill Stinson – never be afraid to ask questions Stacia Lee – pay attention; use time & resources efficiently Holly Coleman – do a lot of freewriting Nick Vaughn – be ahead of time Neil Galassi – write about what you are interested in Gwen Oldham – write the rough draft & write it again Kim Kasper – write your draft as if it were the final Sam Courtland – be able to accept criticism and be flexible

Fundamental Assumptions 1. Writing to demonstrate knowledge and writing to create and revise knowledge 2. Exploring vs. arguing: using other voices 3. Bibliographic conventions 4. The academic writing persona Now what?

Why write? Larger issues: Why am I in school? Why is writing a requirement at this university? Why is this kind of essay assigned in this course? Multiple reasons – depends on the situation With each assignment, you need to figure out: Why you are writing it What you want your writing to accomplish For whom are you writing

Overview of the writing process StagesTrends Prewriting Drafting Revising Editing Publishing Heavy planners Heavy revisers Sequential composers Procrastinators What about you?

Strategies for the writing process Before you write, think about your rhetorical situation Rhetorical situation includes the writer, topic, purpose, audience, and occasion Defining your writing purpose Choosing your line of inquiry Identifying your audience

Strategies, 2 Beginning to write: Inventing Learning journals Freewriting Looping Brainstorming Talking Clustering/mapping/webbing

Strategies, 3 Rethinking your writing: revising Revision means to “see again” your work-in- progress, assessing how well it conveys your purpose for your audience Revising for purpose – a main point and supporting details Revising for organization Revising for audience Revising with the help of others: the peer review process

Closing thoughts Questions? Tomorrow: Time Management Workshop guidelines Reading for analysis – be ready to discuss the reading homework