<div class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>Steven Rice<br>
Eng 646<br>
Assignment #5<br>
<br>
<SPAN style="mso-spacerun: yes"> </SPAN><SPAN style="mso-tab-count: 1"> </SPAN>The main points of chapters four through six were shuttling, key concepts/signal words, making assignments personal, reminding students to create very specific and “point of view” thesis statements, the trouble with loquacious writers, noticing vague assignments and/or diffident writers and saving what you can. <SPAN style="mso-spacerun: yes"> </SPAN>Based on the dilemma of whom I may be working with, I will pull tips from these chapters I feel will work best. <SPAN style="mso-spacerun: yes"> </SPAN>For instance, I have had a student who had issues simply getting her paper started. <SPAN style="mso-spacerun: yes"> </SPAN>We went over the task and I made her get the “gist” of what she was using then made her list and then freewrite. <SPAN style="mso-spacerun: yes"> </SPAN>Once we saved what was necessary when later moved onto organising and editing. <SPAN style="mso-spacerun: yes"> </SPAN>Besides the HDWDWW, another acronym I now favour is WIRMI and I admit I like the idea of storyboard diagramming.</FONT></div>