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Discovering and Planning
Exercise 1 (p. 8)
Responses should begin with a clearly stated topic, issue, or problem suitable for generating a list
of ideas. At a minimum, students should produce at least eight to ten ideas relating to the topic;
one or two (or perhaps more) of those ideas will, in turn, generate another more specific list,
though the number of items may be smaller.
Exercise 2 (p. 10)
A. Functions in Odeen’s entry, noticeable from the content and style, include “translating new
knowledge,” “extending thinking,” “relating new ideas to one’s own experience” (when she
contrasts Eli’s family with her own), “taking issue with ideas,” (when she critiques the author’s
idealism), and “exploring confusion” (as the entry tries to negotiate her “mixed feelings”).
Students’ responses will vary but should point to specific features of Odeen’s journal writing that
justify their functional categories.
B. Group work should represent the variety of ideas emerging from the students’ journal entries on
the topic. Comments should focus on content, style, structure, and other aspects of the journal
Exercise 3 (p. 14)
Responses will vary depending on which of the planning techniques each student chooses.
Discussions following practice with the techniques will focus on their usefulness in creating new
ideas, linking ideas with each other, or suggesting structures for possible papers. Students who
have difficulty should be encouraged to focus on the source of the difficulty—for example, the
choice of topic, the choice of techniques, or the ways in which the techniques were applied to the
Exercise 4 (p. 15)
Answers may vary.