The Writing Process Business English Business Management & Administration Lesson
LessonPlan
Plan
Performance Objective The student uses elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Specific Objectives  Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences; determining appropriate topics through a range of strategies such as discussion, background reading, personal interests, or interviews; and developing a thesis or controlling idea.  Structure ideas in a sustained and persuasive way such as using outlines, note taking, graphic organizers, or lists and develop drafts in timed and open‐ended situations that include transitions and rhetorical devices to convey meaning.  Revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes such as metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, or irony and schemes such as parallelism, antithesis, inverted word order, repetition, or reversed structures and by adding transitional words and phrases.  Edit drafts for grammar, mechanics, and spelling.  Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. Terms  Genre‐ a class or category of artistic endeavor having a particular form, content, technique, or the like  Convey‐ to communicate; impart; make known  Thesis‐ a proposition stated or put forward for consideration, especially one to be discussed and proved or to be maintained against objections  Sustained‐ to support  Persuasive‐ something that persuades  Graphic Organizer‐ any organization tool used to help with guidance on a project  Transition/Transitional‐ movement or change from one position, state, stage, concept, etc., to another.  Rhetorical‐ used for, belonging to, or concerned with mere style or effect  Tone‐ a particular quality of the written word that expresses meaning, feeling, spirit, etc.  Trope‐ any literary or rhetorical device (such as a metaphor and irony)  Metaphor‐ a figure or speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance  Simile‐ a figure of speech in which two unlike things are explicitly compared  Analogy‐ a similarity between like features of two things on which a comparison is based Copyright © Texas Education Agency, 2013. All rights reserved. 1 
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Hyperbole‐ an extravagant statement or figure of speech not intended to be taken literally Understatement‐ the act or insistence of understating or representing in a weak or restrained way that it is not borne out by the facts Irony‐ the use of words to convey a meaning that is the opposite of its literal meaning Parallelism‐ agreement in direction, tendency, or character; the state or condition of being parallel Antithesis‐ opposition or contrast; the direct opposite Inverted‐ to turn upside down; turn or change to the opposite or contrary Repetition‐ the act of repeating; repeated action, performance, production, or presentation Mechanics‐ routine or basic methods, procedures, techniques, or details Time When taught as written, this lesson should take approximately 240 minutes, or approximately four class periods, to teach. Preparation
Preparation
TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Business English  130.116 (c) Knowledge and Skills (10) The student uses elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. The student is expected to: (a) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences; determining appropriate topics through a range of strategies such as discussion, background reading, personal interests, or interviews; and developing a thesis or controlling idea; (b) structure ideas in a sustained and persuasive way; such as using outlines, note taking, graphic organizers, or lists and develop drafts in timed and open‐ended situations that include transitions and rhetorical devices to convey meaning; (c) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes such as metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, or irony and schemes such as parallelism, antithesis, inverted word order, repetition, or reversed structures and by adding transitional words and phrases; (d) edit drafts for grammar, mechanics, and spelling; and (e) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. Interdisciplinary Correlations English‐English IV Copyright © Texas Education Agency, 2013. All rights reserved. 2 
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110.34(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. 110.34(b)(17) Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. 110.34(b)(18) Students will write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization. 110.34(b)(19) Students are expected to spell correctly, including using various resources to determine and check correct spellings. 110.34(b)(20) Students are expected to ask open‐ended research questions and develop a plan for answering them o (a) brainstorm, consult with others, decide upon a topic 110.34(b)(22) Students are expected to clarify research questions and evaluate and synthesize collected information. 110.34(b)(23) Students are expected to organize and present their ideas and information according to the purpose of the research and their audience. Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Public Relations Specialists O*Net Number: 27‐3031.00 Reported Job Titles: Account Executive, Public Affairs Specialist, Public Information Officer Tasks  Respond to requests for information from the media or designate an appropriate spokesperson or information source.  Study the objectives, promotional policies, or needs of organizations to develop public relations strategies that will influence public opinion or promote ideas, products, or services.  Prepare or edit organizational publications for internal and external audiences, including employee newsletters and stockholders’ reports. Soft Skills: Speaking, Critical Thinking, Social Perceptiveness Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation  Review and familiarize yourself with the terminology, any and all website links, and any resource materials required.  Have materials and websites ready prior to the start of the lesson. Copyright © Texas Education Agency, 2013. All rights reserved. 3 
References Stewart, K. (n.d.). t100 essay and journal topics. In American Council on the Teaching of Foreign Languages . Retrieved May, 2013, from http://www.actfl.org/sites/default/files/pdfs/ACTFL06handouts/Session146‐KenStewart‐Handout1.pdf http://owl.english.purdue.edu/owl/ Instructional Aids 
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Lesson 1.05 Presentation Instructor Computer/Projection Unit Online Websites listed in the References Section Graphic Organizer (provided) Student Essay Samples (both good and bad examples [if you have them]) Introduction
The main purposes of this lesson are to help students understand how to  Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences; determining appropriate topics through a range of strategies such as discussion, background reading, personal interests, or interviews; and developing a thesis or controlling idea.  Structure ideas in a sustained and persuasive way; such as using outlines, note taking, graphic organizers, or lists and develop drafts in timed and open‐ended situations that include transitions and rhetorical devices to convey meaning.  Revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes such as metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, or irony and schemes such as parallelism, antithesis, inverted word order, repetition, or reversed structures and by adding transitional words and phrases.  Edit drafts for grammar, mechanics, and spelling.  Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.  Ask o What do you think is the most commonly used form of communication today in your personal life? Is it written or verbal?  Ask o What do you think is the most common form of communication today in professional lives? Is it written or verbal?  Ask o Do you prefer one form of communication over the other?  Ask o Are there some positives and negatives to both forms of communication? What are they?  Say o Whatever your preference, individuals and businesses use both verbal and written communication, and knowing how to put together an informative and interesting, yet concise piece of information can Copyright © Texas Education Agency, 2013. All rights reserved. 4 be a challenging task. With this lesson, our goal is to help you understand and apply the writing process wherein you plan, draft, revise, edit, and publish a document you would be proud to show to anyone from your parents, to your teacher, to a college admissions administrator, and even to your boss. Copyright © Texas Education Agency, 2013. All rights reserved. 5 Outline
Outline
Multiple Intelligences Guide During the first week of school, students will have created personal, possibly electronic, I. Vocabulary/Personal Word Walls “Word Walls.” The method and location will Kinesthetic/ Logical/ be established by the instructor. Interpersonal Intrapersonal Bodily Musical/Rhythmic Verbal/Linguistic Visual/Spatial Mathematical Naturalist Have students determine which form of II. Introduction (Ask and Say) communication (verbal or written) they prefer in both personal and professional situations. Share your preferences with III. Discovery Activity them.  Internet Search for “why writing skills are important.” Discovery Activity Have students do individual searches to find You and students search the internet to find different sources that help with sentence structure: out if there is anything out there that talks  Sentence Structure about why writing skills are important. You  Parts of Speech may want to have a couple of examples IV. Brainstorm ready to go for students.  Capitalization  “Expert” Topics  Spelling Have students share different topics they are interested in. These should be topics they Guided Practice feel like they are “experts” on. You may Use the online resource, http://www.cliffsnotes.com/study_guide/Grammar.topicArticleId‐251364.html and go through the first set want to assist them by compiling a list. V. Brainstorm of links under ‘Grammar>Phrases, Clauses, and Sentences’,  “Non‐Expert” Topics Now, have students share different topics of interest that they are interested in exploring Independent Practice but not experts at. These should be topics Have students go through the other sections on the site (Common Sentence Errors, Commas‐Semicolonss‐Colons, etc.). VI. Topic Selection (one of each)* *Suggestion  “Expert Topic” Paper’s Purpose= Persuasive Review and Lesson Evaluation  “Non‐Expert Topic” Paper’s Purpose= Review the lesson’s purpose and evaluate its effectiveness. Descriptive Note: You may want to skip the topic brainstorming and just provide a list of topics (provided) and have them pick two from it. VII. Graphic Organizer(s) and Paper Requirements. that they feel like they would struggle with if asked to write on the subject. You may want to assist them by compiling a list. Have students pick a topic from both categories. This will be the basis of two, two‐paged (max. length) papers they will compose. Give students the graphic organizer (provided) and go over how to use the graphic organizer to help develop ideas and a thesis statement for each of their topics. Have them turn it in to you for approval. Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Copyright © Texas Education Agency, 2013. All rights reserved. 6 Verbal/Linguistic Visual/Spatial Have students compose a rough draft on both topics. Each rough draft must have an introductory paragraph (with thesis statement), body (three paragraphs wherein each paragraph has a specific point to make, with examples), and then a conclusion paragraph (which sums up everything). Once they have composed a rough draft on each topic, have them pick one of the papers to turn in to be proofread (by you).* *You can also have them turn in both papers, and you can pick the final paper. Then, hand paper back to them, so they can turn the rough draft into their final draft. This gives them another opportunity to choose. They may even end up choosing the “non‐expert” topic because they found something about it they actually liked. Once they’ve decided, have them proofread your remarks, edit (if necessary), and resubmit for final draft. Have students submit final draft to you. VIII. Rough Draft IX. Final Draft Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Copyright © Texas Education Agency, 2013. All rights reserved. 7 Verbal/Linguistic Visual/Spatial Application
Summary
Discovery Activity Internet search for “why writing skills are important.” Guided Practice Graphic Organizers (show them how to do it with the provided sample or a sample that you’ve made) Independent Practice  Rough Draft  Final Draft Evaluation
Review
Informal Assessment Any and all of the following can be used as informal assessments:  Check Personal Word Wall Documents  Brainstorm Activity (participation)  Graphic Organizer  Rough Draft Formal Assessment Final Draft Summary
Evaluation
Performance Objective The student uses elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Specific Objectives  Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences; determining appropriate topics through a range of strategies such as discussion, background reading, personal interests, or interviews; and developing a thesis or controlling idea.  Structure ideas in a sustained and persuasive way; such as using outlines, note taking, graphic organizers, or lists and develop drafts in timed and open‐ended situations that include transitions and rhetorical devices to convey meaning.  Revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes such as metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, or irony and schemes such as parallelism, antithesis, inverted word order, repetition, or reversed structures and by adding transitional words and phrases. Copyright © Texas Education Agency, 2013. All rights reserved. 8 
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Edit drafts for grammar, mechanics, and spelling. Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. Enrichment
Enrichment
Extension  Have students research and report on the history and future of blogging.  Have students interview their friends/family members and ask them the same questions asked of them for this assignment: 1. Do you prefer verbal or written communication in your personal life? 2. Do you prefer verbal or written communication in your professional life? 3. What are your “expert” subjects? 4. What are your “non‐expert” subjects?  Have students compose an expository paper (using compare and contrast) with the gathered data. Copyright © Texas Education Agency, 2013. All rights reserved. 9 Graphic Organizer Lesson 5- The Writing Process
1. Step One- Brainstorm topics you like (expert topics).
Thesis
Statement
Point 1
Point 2
Point 3
Topic 1Topic 2Topic 3-
2. Step Two- Brainstorm topics that would challenge you (non-expert topics).
Thesis
Statement
Point 1
Point 2
Point 3
Topic 1Topic 2Topic 3-
3. Step Three- Determine the purpose of the paper and the audience.
4. Step Four- Compose a rough draft paper that includes an introductory paragraph (with thesis statement), three
supporting paragraphs (that explain and support, with specific life experiences and/or use of analogies, metaphors,
similes, etc.), and a concluding paragraph.
5. Step Five- Proofread rough draft and submit to teacher.
6. Step Six- Revise and Edit (if necessary).
7. Step Seven- Compose a final draft to be submitted to teacher.
(Help Source- http://owl.english.purdue.edu/owl/section/1/)
Copyright © Texas Education Agency, 2013. All rights reserved. 10 Assessment
Lesson 5-The Writing Process
Objective: To determine a subject, construct a thesis statement and three points, and then use this information to create
a 5-paragraph paper, not to exceed two pages in length.
Step 1=Brainstorm an expert topic you like and construct the following:
Topic
Thesis
Statement
Point 1
Point 2
Point 3
Step 3=Determine the purpose of the paper and the audience.
Step 4=Compose a final draft paper that includes an introductory paragraph (with thesis statement), three supporting
paragraphs (that explain and support, with specific life experiences and/or use of analogies, metaphors, similes, etc.), and
a concluding paragraph. If typed, use MLA Formatting. (Reference for MLA Formatting,
https://owl.english.purdue.edu/owl/resource/747/01/)
Step 5=Proofread and revise/edit, if necessary.
Step 6= Submit final draft to teacher.
Grading Rubric
Measure
Paragraph 1
Introduction
and Thesis
Statement
Paragraph
2 Point 1
Paragraph
3 Point 2
Paragraph
4 Point 3
Paragraph 5
Conclusion
Is it present?
Is it developed?
Is it
logical/understandab
le?
How is the spelling,
punctuation, and
grammar?
100=perfect/almost perfect
80=good, minor errors and needs more support/development
60=did it, but very weak
0=did not do it at all
Copyright © Texas Education Agency, 2013. All rights reserved. 11