# data[].attributes.headline
Students are enrolled in an intermediate, college-level language class. The teacher is using a genre-based approach to writing and wants to assign a process analysis essay. He asks the class to work in pairs and brainstorm a list of things that can break in the house. He prepares to play a video from YouTube called “How to Repair a Broken Window”. He instructs the students to listen carefully and take notes on the order presented in the video. After the students have watched the video twice, he asks them to identify the order of the steps and he replicates them on the board.He then asks the students why the order is relevant? He presents a list of sentential adverbs and subordinators with students and asks them which they would apply to the steps. The teacher then explains that students should try to add variety to their language; he gives an example of how the sentential adverbs can be added, followed by an example of how to connect two steps with subordinators, forming subordinate clauses. Next, he asks students work in pairs and decide how they would rewrite the steps integrating the two structures while keeping language variety in mind. He suggests students find something that is broken, either in their home or the school, and explain how to fix it (e.g., a broken window) and give the steps in the correct order, using the forms they practiced. He tells them they can research the process in the library or online, but that they should write the essay in their own words. Finally, he states that the essay should be about 2 to 2 ½ pages long and will be due in one week.

# data[].attributes.subject
Students are enrolled in an intermediate, college-level language class. The teacher is using a genre-based approach to writing and wants to assign a process analysis essay. He asks the class to work in pairs and brainstorm a list of things that can break in the house. He prepares to play a video from YouTube called “How to Repair a Broken Window”. He instructs the students to listen carefully and take notes on the order presented in the video. After the students have watched the video twice, he asks them to identify the order of the steps and he replicates them on the board.He then asks the students why the order is relevant? He presents a list of sentential adverbs and subordinators with students and asks them which they would apply to the steps. The teacher then explains that students should try to add variety to their language; he gives an example of how the sentential adverbs can be added, followed by an example of how to connect two steps with subordinators, forming subordinate clauses. Next, he asks students work in pairs and decide how they would rewrite the steps integrating the two structures while keeping language variety in mind. He suggests students find something that is broken, either in their home or the school, and explain how to fix it (e.g., a broken window) and give the steps in the correct order, using the forms they practiced. He tells them they can research the process in the library or online, but that they should write the essay in their own words. Finally, he states that the essay should be about 2 to 2 ½ pages long and will be due in one week.

# data[].attributes.headline
Students are enrolled in an intermediate, college-level language class. The teacher is using a genre-based approach to writing and wants to assign a process analysis essay. He asks the class to suggest things that can break in the house. He solicits any personal experiences students may have with repairing things in their own homes. Next, he plays a video from YouTube called “How to Repair a Broken Window”. He asks the students to listen carefully and identify the order of the steps presented in the video. After the students have watched the video, he asks them to identify the order of the steps and he replicates them on the board.He then asks the students why the order is relevant? After soliciting some responses, he plays the video a second time and asks the students to identify what words or expressions are used to indicate the order of the steps. Afterward, he solicits the words and expressions from the students. The teacher then explains that writing can be more interesting for the readers if there is variety in the language and gives both repetitive, as well as varied examples for students to identify the differences.He suggests students find something that is broken, either in their home or the school, and explain how to fix it (e.g., a broken window). He tells them they can research the process in the library or online, but that they should write the essay in their own words. Finally, he states that the essay should be complete, giving the full process so that someone else could use their writing to make the repairs. He informs them that they will have a week to complete their work and that they will be expected to share their ideas with the class.

# data[].attributes.subject
Students are enrolled in an intermediate, college-level language class. The teacher is using a genre-based approach to writing and wants to assign a process analysis essay. He asks the class to suggest things that can break in the house. He solicits any personal experiences students may have with repairing things in their own homes. Next, he plays a video from YouTube called “How to Repair a Broken Window”. He asks the students to listen carefully and identify the order of the steps presented in the video. After the students have watched the video, he asks them to identify the order of the steps and he replicates them on the board.He then asks the students why the order is relevant? After soliciting some responses, he plays the video a second time and asks the students to identify what words or expressions are used to indicate the order of the steps. Afterward, he solicits the words and expressions from the students. The teacher then explains that writing can be more interesting for the readers if there is variety in the language and gives both repetitive, as well as varied examples for students to identify the differences.He suggests students find something that is broken, either in their home or the school, and explain how to fix it (e.g., a broken window). He tells them they can research the process in the library or online, but that they should write the essay in their own words. Finally, he states that the essay should be complete, giving the full process so that someone else could use their writing to make the repairs. He informs them that they will have a week to complete their work and that they will be expected to share their ideas with the class.

# data[].attributes.headline
Students are enrolled in an intermediate, college-level language class. The teacher is using a genre-based approach to writing and wants to assign a process analysis essay. He refers students to a page in the book that covers the use of sentential adverbs and subordinate clauses. He reviews the explanation in the book with them. He asks them to complete the fill-in-the-blank sentences in the first exercise. He asks them if they have any additional questions. He hands out cards with pictures of broken items on them (e.g., a window). He assigns the process analysis essay, giving an example of the structure he is expecting (e.g., “Before you remove the glass, separate the pane.”). He then tells the students to be sure to 1) put the steps of the process in order and 2) include the transitional devices that they have been studying in their essays. Finally, he states that the essay should be about 2 to 2 ½ pages long and will be due in one week. For the rest of the class, he assigns an exercise from the textbook which requires students to insert the appropriate transitional device in paired sentences.

# data[].attributes.subject
Students are enrolled in an intermediate, college-level language class. The teacher is using a genre-based approach to writing and wants to assign a process analysis essay. He refers students to a page in the book that covers the use of sentential adverbs and subordinate clauses. He reviews the explanation in the book with them. He asks them to complete the fill-in-the-blank sentences in the first exercise. He asks them if they have any additional questions. He hands out cards with pictures of broken items on them (e.g., a window). He assigns the process analysis essay, giving an example of the structure he is expecting (e.g., “Before you remove the glass, separate the pane.”). He then tells the students to be sure to 1) put the steps of the process in order and 2) include the transitional devices that they have been studying in their essays. Finally, he states that the essay should be about 2 to 2 ½ pages long and will be due in one week. For the rest of the class, he assigns an exercise from the textbook which requires students to insert the appropriate transitional device in paired sentences.

# data[].attributes.headline
Students are enrolled in an intermediate, college-level language class. In a recent class discussion, one of the students who works part-time at a home for the elderly told everyone how the building was in desperate need of repair. The teacher asks the class if they would like to explore this issue further. He then integrates the information into his planning to work on process analysis. He solicits additional from students who may have personal experience with repairing things in their own homes or elsewhere. From among those students who have had experience making repairs, he asks the students to form small groups, working together to 1) identify the steps they took in their processes and 2) record the steps (as if they were going to share the information with others who needed to conduct the repairs) (N.B. In the event that no one has personal experience, he has a video ready from YouTube called “How to Repair a Broken Window” which students would use in their groups to complete the same task). When the group work is finished, students share their work with the whole class. He then asks the students if the order is relevant? After soliciting some responses, he solicits the students’ reflections and asks them if they know any additional ways to indicate the order. The teacher then explains that writing can be more interesting for the readers if there is variety in the language and gives both repetitive, as well as varied examples for students to identify the differences. Next, he invites the student who works in the home for the elderly to identify some of the items that are broken or in need of repair and invites students to form groups, based on the item they would like to focus on. He explains that they can research the specifics of that repair process in the library or online, but that they should write the process in their own words. Finally, he states that the essay should be complete, giving all the necessary steps so that someone else could use their writing to make the repairs. He informs them that they will have a week to complete the task before sharing it with the rest of the class; the class will then work together to do any necessary revision and compile the various processes into a repair manual that they will be able to share.

# data[].attributes.subject
Students are enrolled in an intermediate, college-level language class. In a recent class discussion, one of the students who works part-time at a home for the elderly told everyone how the building was in desperate need of repair. The teacher asks the class if they would like to explore this issue further. He then integrates the information into his planning to work on process analysis. He solicits additional from students who may have personal experience with repairing things in their own homes or elsewhere. From among those students who have had experience making repairs, he asks the students to form small groups, working together to 1) identify the steps they took in their processes and 2) record the steps (as if they were going to share the information with others who needed to conduct the repairs) (N.B. In the event that no one has personal experience, he has a video ready from YouTube called “How to Repair a Broken Window” which students would use in their groups to complete the same task). When the group work is finished, students share their work with the whole class. He then asks the students if the order is relevant? After soliciting some responses, he solicits the students’ reflections and asks them if they know any additional ways to indicate the order. The teacher then explains that writing can be more interesting for the readers if there is variety in the language and gives both repetitive, as well as varied examples for students to identify the differences. Next, he invites the student who works in the home for the elderly to identify some of the items that are broken or in need of repair and invites students to form groups, based on the item they would like to focus on. He explains that they can research the specifics of that repair process in the library or online, but that they should write the process in their own words. Finally, he states that the essay should be complete, giving all the necessary steps so that someone else could use their writing to make the repairs. He informs them that they will have a week to complete the task before sharing it with the rest of the class; the class will then work together to do any necessary revision and compile the various processes into a repair manual that they will be able to share.