It is not necessary to follow every TRC exercise with an assignment to students for an original paper. Students learn writing skills from the TRC exercises. Several can be presented before a paper is assigned, just as a teacher might suggest several reading selections before requiring a paper. The difference between TRC and regular reading is that TRC encourages active processing of the material, with detailed study of the content and organization -- as Jones emphasized with his comment that one could read until his eyes are read, but only by copying word for word could one see how a writer builds up his effect.

Earlier we discussed "Lightning and Larcenists Strike Twice," a five-paragraph theme on a common saying. The five-paragraph theme was the quintessential writing assignment for many years in English classes. Recently some English educators have objected to its use, pointing out that most real-life pieces of writing do not fit this neat format. In her research report, Emig rechristens it the "Fifty-Star Theme" to satirize its wide usage in schools. But many teachers still feel it makes an effective exercise by providing a framework for students who are not accustomed to organizing their ideas in writing.

Rather than totally banish the five-paragraph theme, we can teach students to use it flexibly and see it as just one format for supporting a generalizations with sufficient, convincing details. In Analytical Writing and Thinking, after students reconstruct "Lightning and Larcenists . . ." they do another TRC with instructions explaining that they can use a different format if it is more appropriate for the paper they write and the experiences they highlight.

After students complete "Do Not Judge A Lady," they are given the following assignment for an original paper:

Pick another common saying. Several are listed below, but you can use a different one. Write about 250 words analyzing the saying by explaining what it means and giving one or more examples to show where it is or is not true.

The grass is always greener on the other side of the fence. Different strokes for different folks. Absence makes the heart grow fonder. Bigger is better. Look before you leap. Haste makes waste. Possession is nine-tenths of the law. If you dance to the music, you must pay the piper. You can't teach an old dog new tricks. A bird in the hand is worth two in the bush. Don't put all your eggs in one basket. Pretty is as pretty does.

Asking students to give "one or more examples" frees them to deviate from the five-paragraph format and use any organization which lends coherence to their ideas and supporting details. They can use depth, breadth, or any mixture of specifics in supporting their meaning.

When students are assigned an original paper, they can begin by writing a few notes -- not organized into a formal outline but just written as they come to mind -- on ideas and details to include. Students who, after a few minutes of such brainstorming, feel they have enough material for a paper can start writing immediately. Others can brainstorm in pairs or groups for a few minutes to stir up opinions and experiences through discussion. This generally gives everyone enough material to start writing.

If students complete their papers at different times, the instructor may read them through quickly and discuss weak or strong points individually -- perhaps suggesting additional development of an example; explaining a usage error and assigning a few pertinent exercises; or praising progress and commending effective writing. In combination with this, students can read other's papers in pairs or preassigned groups and offer suggestions for improvements before papers are rewritten to be handed in.