The Purpose of “The Projects” chapters in How Writing Works:

“The Projects” chapters in the second part of How Writing Works begin with Chapter 5and include traditional academic genres that students are likely to encounter in college, such as analyses, essays, and research papers. However, these chapters also include genres drawn from different professions and community situations, such as factsheets, program profiles, and business letters. It is the authors’ intent that writing instructors select the genres that will best fit their course needs from these projects.

Mini-Genres, found at the beginning of each “Projects” chapter, offer a quick and effective way to introduce students to larger writing concepts like genre, rhetoric, and process.

Projects
“…this approach is practical and lends itself well to becoming a transferable skill for students.”

Ellen Sorg, Owens Community College

“…this feature works well. Students will be able to see that all of the types of writing that they encounter in the world fall into categories, and is thus, achievable by them. Also, it puts academic writing into real-world perspective.”

Shauna Gobble, Northampton Community College

“I like the exploration of “real world” (primarily, analyses in the workforce) and college examples of various analyses in Ch. 8. I appreciate the “Strategies for Analyses” section that introduces a conversation about the strategies that students could implement or try out as they develop their individual writing processes.”

Jenny Pecora Kettley, Kankakee Community College

“I like the abundance of non-academic, “everyday” genres. Most rhetorics don’t have this range. They help students draw connections between everyday writing and academic writing, reinforcing the idea that “being a writer” is part of our ordinary lives, not a special calling.”

Paul Wise, University of Toledo

“I’m drawn to [the projects] in particular as my students seem to have enjoyed and appreciated the opportunity to try out writing for different purposes. Each genre is given close scrutiny based on purpose and audience.”

Anissa Graham, University of North Alabama

“I am really impressed. There are all kinds of great options for teaching in this book, for example, Technical Writing. It is diverse and that is what makes it stand out.”

Chantelle MacPhee, Elizabeth City State University