Section I. WRITING FOR MAJORS & PROFESSIONS Chapter 55. Process Description or Set of Instructions Prewriting & Writing Activities --- Group Exercises Computer Process:  As a group, describe how a particular process for a computer or computer program works.  You may do so in a serious or humorous manner; you may also describe a process that does work or one that people do that is wrong.  Start by brainstorming a series of steps.  Then, as you write, remember to avoid using command sentences or the pronoun "you."  Instead, describe how the computer/program itself works, step by step, in a typical operation of some kind: e.g., "First, the computer boots up.  This means....  Second, the computer decides to...." Instructions on Getting a Grade: As a group or individually, give instructions to someone on how to get a good (or a bad) grade.  Write your instructions as a series of commands, step by step: e.g., "1. Attend each class.  2.  In class, listen carefully and take notes...." Product or Service: Make up a strange, silly, or serious company and the main product it makes or service it provides.  Then write the steps of how that product or service is completed as if you are explaining it to either customers or to someone interested in buying the company.  Saturday Night: Describe, step by step, how people can have a good time on Saturday nights.  Use a general descriptive way of writing: keep it general, use pronouns like "a person" or "someone," and use present-tense verbs: e.g., "Here is how to have a good time on Saturday nights.  First, a person calls up several friends.  Next, everyone gets in a car...."  Dating: Develop a list or set of instructions for dating.  Your instructions should give commands: e.g., "1. Imagine what you want to do and decide who to call.  2. Call the person.  3. Use your charm to convince them you are the right person for a date.  4. Before the date starts, shower, shave, and dress in something cool...." How to Sharpen a Pencil: A classic method of teaching the writing of instructions is to ask a group or class to give you instructions in how to sharpen a pencil.  You start by standing at the front holding the pencil and looking at the group.  Here is an example of how it might go.  There are, of course, many variations: some groups manage the correct instructions relatively quickly; others become so lost that no one knows what to do, in which case they may need a little prompting or help. Start the activity by telling your group that they are to give you very specific, step-by-step instructions for sharpening your pencil.  They are not allowed to be too general.  You then hold up the pencil and point to the pencil sharpener in the classroom.  Next, before they can tell you what to do, you face away from the sharpener on the opposite side of the classroom and stick the pencil in your pocket.  Each time the group tell you what to do next to sharpen the pencil, you purposely try to misinterpret what they mean--while still doing what they say.  Here is an example: GROUP: "Walk forward." YOU: You're turned away from the pencil sharpener, so walk forward until you run into the wall; then stop. GROUP: "No, turn around." YOU: You turn in a complete circle. GROUP: "No, no, turn in a half circle!" YOU: You turn in a half circle and stop. GROUP: "Now walk forward." YOU: You walk forward until you run into desks or another wall and stop. GROUP: "No!  Go ten feet forward, turn right, then walk past the last row, turn left, and stop at the sharpener!" YOU: You do what they say and stop with the pencil sharpener to your side. GROUP: "Now sharpen the pencil." YOU: You shrug and lift your arms questioningly.  "Too general," you say.  "Give me step-by-step directions."   GROUP: "Okay, lift your hand." YOU: You lift your hand.  It is empty. GROUP: Everybody groans.  "Reach in your pocket and take out the pencil!" YOU: You take the pencil of our your pocket holding onto the wrong end. GROUP: "Now put the pencil in the sharpener." YOU: You put it in, eraser first. GROUP: "No, no!  Take it out!  Now put the eraser end in your hand.  Now put the other end in!" Etc., etc.  The group keep giving you instructions until you finally sharpen the pencil correctly.  The object of this game, of course, is to show people that it is not always that easy to create good directions.  It takes very careful attention to who your audience is and exactly what it needs to know.  You might want to try this activity with each other in small writing groups in your classroom: each person in turn can choose what the others in the group should instruct him in doing, while the person taking the instructions purposely misunderstands whenever possible, while still doing what people say. Practice the divisions of a this type of paper with circle sentencing. Do this as a whole class. (a) First, everyone should get out a sheet of lined paper, write "1. The main point of this paper is to ____," and fill in the blank with an interesting, unusual, silly, or strong word or phrase. (b) Next, everyone should pass this paper to the next person clockwise or in his/her row, read the new paper in front of her, then write "2. The first section of this paper will ____," and fill in the blank with a sentence summarizing what the first main section is supposed to do, and then write another sentence or two using the subject chosen just above to describe more details for this section. (c) Then everyone should pass the paper to the next person again, read the new paper before him or her, and then write "3. The second section of this paper will ____," and fill in the blank with a sentence summarizing what the second main section is supposed to do, and then write another sentence or two using the subject chosen just above to describe more details for this section. (d) The papers should continue to be passed around so that one sentence at a time is added. #4 will be "3. The fourth section of this paper will ____," and 1-2 sentences giving details for the chosen subject.  #5 will describe the fifth section, etc.  Once there are no more sections, the final sentence should be, "This paper concludes by saying that "____."   Then start a new cycle by continuing to pass papers, but starting over with a new idea.  Go through at least three such cycles. (e) When you stop, ask each writert to "grade" the paper before them with stars or points.  Then read several of the very best papers. (f) Alternative: If you want each cycle to last longer and/or include more complex practice, then consider each of the sentences above just a topic sentence with brief details.  Then have one or two turns in which people add imaginary supporting details such as quotations, paraphrases, charts, statistics, lists, or illustrations. Make up an imaginary or real situation or event--serious or silly--to which you can apply this type of paper.  Break into small groups.  Each group may have a facilitator, writer, reader, and/or secretary.  Your facilitator should ask you, as a group, to develop ideas of situations, choose one, and have your writer write it down.  Then, while your secretary takes notes on your actions in the group, your group should continue to develop the situation by having the writer write down your group's 50+ words for each main section of your group paper.  Then have your writer write down your group's brief conclusion in a few sentences.  Your secretary should then either turn in the notes on your group's actions to the instructor or read them to the class; your group's reader should then read to the class what your group writer wrote.  Individual Exercises Journaling/prewriting about this textbook chapter: Keeping a journal about your reading of this chapter is an excellent method of thinking about it and preparing to write the paper it describes. Here are some journaling techniques you can try individually or together: a. What information in this chapter is new to you, what is old, and what information helps you make connections to other classes or to people, work, or personal experience? In your opinion, what were the points most helpful to you, and what ones were the least helpful? What points might be most and/or least helpful to others in the class or in other classes? b. If you had this chapter to read over again, what would you change, and why? How would you continue or add to it, if you were the author? c. Who are some people—roommates, friends, family, or coworkers—with whom you might share this chapter? Why? What would you discuss with them after having shared it? What might be their responses and yours in return? d. What are one or more ways in which you think you might be able to write the type of paper described in this chapter? In what ways might you have difficulty doing so? How could you resolve some of those difficulties? Journaling/prewriting about a situation, event, person, action, or professional/disciplinary idea: Respond to one or more of these suggestions: a. Explain and/or list and briefly describe one or more possible subjects or topics you might be able to use for writing this kind of paper. b. Which are best and which worst?  Why?  Which ones do you feel most strongly about?  Where do your two lists--"are the best" and "feel most strongly about"--intersect?  c. Make a third list: what can you most easily write about--or can do so after reading, studying, or observing as needed?  On what subject or topic do all three of your lists intersect? d. What are some of the strengths and weaknesses of this particular topic or subject?  Why?  How will you deal with these strengths and weaknesses?  e. When you are done with your rough draft, how will you evaluate it?  What will be your criteria for evaluating it?  Do you understand the grading or work requirements thoroughly?  Who can read it for you and make an unbiased judgment of what may still need to be done?  What is your timeline for showing it to others, revising, and editing it? Where can you find samples of this type of paper?  Look them over not for content but rather for organization and style.  How can you borrow elements of these sample papers' organization and style so that you can practice building them into your own organization and style?  (Note: Some online examples of papers are available through OnlineGrammar.org's "20. Major/Work Writing.") Writing a Paper from This Chapter: Write a rough-draft paper using the instructions in the chapter, and use the major subtitles suggested in the directions (500-1000 w. or as assigned). --- Return to top.

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