Reading and Writing
• In our class, we will use READING as a tool to
enhance our WRITING.
• With each essay, we will have required readings –
both instructions and tips on that particular type of
writing AND essays/articles that are examples of that
type of writing
• The readings are essential and are NOT to be
skipped, ever. They are carefully selected for their
content that will help your writing.
Analytical Reading Strategies
• In this class, we will be reading like writers.
• That means that in addition to understanding the
ideas in the assigned essays, I will also be asking you
to think about the authors’ writing choices and
structure/organization.
– Discuss the “Great Conversation” metaphor on page 7.
– Rhetorical Reading/Thinking/Listening Strategies p. 8--10
Brainstorming
• Brainstorming is a writing activity that asks you to
write down ideas quickly, in short bursts without
worrying about correctness.
– See page 26 for different brainstorming methods.
– You might use an idea web, also called “clustering”
(show example)
• bubble.us  website for making idea webs
– You can use bullet points to write down ideas as they
come to you.
Brainstorming Practice
• On a new sheet of notebook paper, brainstorm
about the following topic:
• “Events and people who have shaped my
attitudes about reading and writing.”
• Brainstorm for three minutes. Write down
everything you can think of.
– Try not to let your pen stop moving. No ideas are
bad ideas when you are brainstorming. Just get all
your thoughts down.
Freewriting:
• Freewriting is much the same as
brainstorming, but it usually involves stream of
consciousness writing, organized into rough
sentences.
• When you freewrite, you write whatever
comes to mind about a topic without worrying
about organization, spelling, "making it sound
good," etc.
Freewriting Practice:
• Pick an idea or a related group of ideas from
your brainstorming and highlight/underline
them.
• Now, freewrite about the idea(s) you picked
for 5 minutes.
• Again, write as fast as you can. Don’t worry
about anything but getting down your thoughts.
Diagnostic Essay:
Now that we have done our brainstorming, we
will be writing a diagnostic essay.
– “Diagnostic essay” simply means a brief, in-class
writing that I will use to see where people are in
their development as writers and what issues we
need to address as a class.
– Please don’t stress it. You will receive full credit
simply for doing it and turning it in.
Diagnostic Essay:
Prompt:
Agree or disagree with the following statement:
“I am a writer.”
• Why do you answer this question the way that
you do? What events and circumstances have led
you to this conclusion?
– If it helps, you can look back at your brainstorming and
freewriting.
• If you are stuck, you may wish to begin with, "I
believe that I am a writer because…" or "I don't
believe that I am a writer because…"
Discussion of Diagnostic Writing
• How are you defining “writer”? Would a
different definition change your answer?
• What do you think of the definitions your
classmates offered that are different from
yours? Are there any new definitions with
which you strongly agree or disagree?
• If you were a successful writer, what would
you life be like?
What Do Successful Writers Do?
• Successful writers plan.
– They use brainstorming and freewriting to get their
ideas flowing. They make outlines to organize their
ideas. They spend time thinking about their subjects
and consider various ways of approaching the topic
before beginning.
• Successful writers write.
– This may seem obvious, but successful writers are the
ones who write often. They write in order to complete
class assignments, but they also do outside writing that
is not required. They keep journals and write letters.
For them, writing is a way of interacting with and
learning about the world.
Successful Writers
• Successful writers read.
– Successful writers make a habit of reading. They read books,
magazines, newspapers, and other media that interest them.
Reading helps them to explore new ideas they might want to
talk about in their own writing. It also develops their
vocabulary, sentence structure, and grammar skills.
• Successful writers seek advice.
– Even professional authors and writers do not write alone.
They constantly seek the advice and feedback of friends,
family, editors, and fellow writers. In a classroom setting,
they seek the advice of other students and their instructors.
They know that having another opinion and another pair of
eyes can improve a piece drastically.
Successful writers revise.
• Successful writers know that the first draft isn't perfect.
What's more, they know it doesn't have to be. They use their
first drafts to get the ideas down, to experiment, to try
different ways of expressing their ideas. They know that they
will always have a chance to revise it and make it better.
• Successful writers do close, careful work on their drafts,
looking for places where they need to add detail, correct
confusing passages, and make their writing more vivid and
interesting.
• Successful writers know that being a good writer isn’t
something you are born with, it’s a skill you can LEARN if you
stick with it!
You CAN be a successful writer this semester!
Announcements
• I will be passing out the Prompt for Essay 1
next week (Tuesday)
Reminders for Next Week
• Tuesday, February 18
Topics: Introduction to Narrative Writing and Introduce Essay 1. Discuss
example narratives in class.
• Homework Due:
– Read Everyone’s an Author Chapter 8, p. 101—105 and 108—117.
– Read 2 examples of Narratives: “Lydia’s Story” p. 128—131 and
“Bidding Farewell to Arms” p. 118—121.
• Thursday, February 20
Topics: Discussing the writing process and working on your first rough
draft of Essay 1.
• Homework Due:
– Read “Writing a Narrative: A Roadmap” p. 121-127.
– Read an example of a Literacy Narrative, “Literacy: A Lineage” p. 132—
136.