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Section I. WRITING FOR MAJORS & PROFESSIONS
Chapter 51. Magazine
or Newsletter Article
Prewriting & Writing Activities
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Group Exercises
1. Make an article in a group.
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Divide into small groups of three or four people
each (choosing a coordinator, writer, reader, and timer). Choose a subject
related to your class. You may choose a serious subject or one that is strange,
unusual, creative, or playful. (You probably will need to invent, partly or
entirely, the whole article.) Then choose a target magazine or journal related
to the subject of your class (again, this may be made up). Write down your
subject, the magazine name, and a brief (30-50 word) description of the magazine
and of its typical audiences.
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Create an argument to write about concerning
this subject. Write down your main argument in one clear sentence. Then add to
it two reasons why your argument is true--write down one sentence per reason.
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Next, write a strong opening story example
for the beginning of your article, 50-100 words in length. Be sure that you use
one-person, one-time, one-place storytelling. Then add your main argument
sentence to the beginnning or end of your story, wherever it fits best.
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Write the first body section: start with an
interesting subtitle, write your first reason as a topic sentence, and then
write another story example and/or interesting, compelling, or startling facts
or quotations that help prove or otherwise develop your reason. Write 50-100
words (and remember, you may make up as much of this practice article as you
need to).
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If you have time, write a second body section
as above, using your second reason.
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If you have time, go back over your story
examples, especially the first one, and add whatever five senses (sight, sound,
taste, touch, smell) and five W’s (who?, what?, where?, when?, why/how?) are
missing.
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And, if you have time, write a final
story-example conclusion that either continues the introductory story or
provides a new one: 30-50 words. Then add the main argument and an interesting
closing sentence.
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Read the results to the rest of the class.
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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.
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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
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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?
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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?
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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.")
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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).
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Find more activities for groups and classes in the
Home Page section's
General Activities for Groups.
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