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Review with students the stages of the writing process (prewrite/outline, draft, good copy). By now students will likely have found a procedure for writing that works well for them.

Ask questions to encourage students to reflect on how they write. For instance, do they compose at the computer? Do they like to talk out their ideas before they start drafting? Do they find a prewrite or outline helpful before they begin their draft? What is their style for research/information-gathering? How do they feel about peer editing? Do they find it helps to read their works to parents/friends before completing their final drafts? When does the writing work best for them? When writing works best for them, is it, as Laurence says, like "divining"? When they write creatively do they find that, as Laurence says, the characters come first and form the plot?

In the CBC web site interviews, Laurence reveals a lot about her own writing process and imparts some writing tips. Ask students to explore the Margaret Laurence topic in groups of three, looking for and recording tips for a writing clinic. Then, have them select a method for presenting their information, such as a seminar, pamphlet, presentation using presentation software, game, bulletin board display, report, or video.

Students can present their information to the class, using the format they chose to convey their points. If possible, arrange for another audience, such as a writing class in an earlier grade.

Students can extend their final product by gathering information from other sources, such as writing handbooks.