7.4: Discussion

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1. How would you describe the invention process? In other words, what are writers doing when they are inventing?
2. Why might some students find generating their own writing topics to be stressful or challenging? List as many reasons as you can.
3. What are the goals of the group-based invention activities? In other words, what are they trying to help students learn about invention?

Notes

1. Direct quotes from student work are cited using students’ first names according to the students’ stated directives to use their actual first names or pseudonyms.
2. References to student conversations use pseudonyms only.

Works Cited

Conley, Thomas M. Rhetoric in the European Tradition. Chicago: U of Chicago
P, 1990.

Emig, Janet. “Writing as a Mode of Learning.” College Composition and Communication
28.2 (1977): 122–28.

Hillocks, George, Jr. “Fighting Back: Assessing the Assessments.” English
Journal 92.4 (2003): 63–70.

LeFevre, Karen Burke. Invention as a Social Act. Carbondale and Edwardsville:
Southern Illinois UP, 1987.

Welch, Kathleen E. The Contemporary Reception of Classical Rhetoric: Appropriations
of Ancient Discourse. Hillsdale: Erlbaum, 1990.