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Richard.Jewell.net |
CollegeWriting.info
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CollegeWriting.info |
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Activities & Exercises for Proposal Writing |
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Activities for This Chapter (or scroll down) |
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GO TO "Activities & Groups" (or go to the following individual activities) | |||
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Activities for Groups |
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Running a Small Group |
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Activities for Individuals |  |
Computer Lab, Telephone, & Online Groups |
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Topical Activities |  |
Activities for 25 Different Types of Papers |
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7 Metacognitive Thinking Activities | ||
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Activities for This Chapter |
BUSINESS OR SCHOOL
PROPOSAL: Make a business or school proposal as a
group. Follow the directions in #1 above for group size and roles. As a group,
develop your own group name and line of products or results. Then make a
proposal involving a real or imaginary work or school situation. Use the parts
or divisions of a proposal listed in this chapter. If your
instructor allows, you may develop a fictional and/or fanciful background
and subject for your proposal--e.g., inventing a fanciful or interesting
company and proposing a strange, new, or unusual product or activity for it.
PRACTICE OF THE
PARTS--CIRCLE SENTENCING: Practice the parts or divisions of a proposal
using circle sentencing. Do this as a whole class. First, everyone should get
out a sheet of lined paper and write "1. I propose that
___________________," and fill in the blank with an interesting, unusual,
or silly proposal. Second, 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 problem that makes this proposal necessary is
____________________," and fill in the blank. Third, continue passing the
papers and adding one more sentence after each pass, using the steps shown in
the "Organizational Outline" section above. The third one, for
example, might be "3. The solution and gains to this problem are
________________." Finally, when all the steps are done, read some of the
best ones out loud.
"FUN" PAGE: Go to the
chapter's "Fun" page and, as an individual
or a group, engage in one of its activities.
THOUGHTS ABOUT THE CHAPTER: Read the chapter and take
notes about it using one of the three methods in "General
Study Questions."
OTHER ACTIVITIES: For a wide variety of other
activities and exercises, go to "Activities
& Groups."
ROUGH DRAFT: As an individual, write a proposal as described in this chapter's "Introduction"
or "Basics." Use the subtitles
shown in "Introduction" or "Basics"
as subtitles of your rough draft, and write at least 50+ words in each body
section.
GROUP CRITIQUE OF A
LATER DRAFT:
If your class has a paper all of you are preparing for grading, gather in a group to
critique each other's developed drafts:
(a) Simply pass the papers to each other;
your paper preferably should be checked by three other people. (Some
instructors prefer that you make several copies, distribute them to your
group members, take the copies home that you receive, and comment on them
there.)
(b) Write comments for each other.
To do so, use a a
set of grading guidelines (or "rubric"):
for example, "How are the contents,"
"How is the organization of parts," "Do paragraphs work
well," and "How well have editing errors been corrected?"
Preferably, you can use the guidelines your instructor applies when grading.
(c) For each question or requirement in your guidelines, write one or more
comments. Your comments should be substantial and specific (more like a
complete sentence, and more specific than just "Nice!" or "Needs
work"). Your comments also should be positive or helpfully
constructive: when positive, they should offer specific praise of a particular part, detail, or
method; when constructive, they should offer specific advice about what to add or do to make
the paper better.
(d) Add a final positive or constructive comment about how you think the
average reader of this paper might respond to it, and/or how the paper could
be changed or fixed for a stronger or more positive response from its
audience.
(e) After
receiving your comments from others, take them home. Review
what they have written. Remember
that your readers are not commenting on you as a person, but rather on how
easily (or poorly) they have been able to read your paper as its audience
members. Pay attention in particular to comments that may have
been repeated by more than one of your readers.
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