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Effective Writing For Creating and Presenting
- 1. How To TeachStudents To Write Effectively For Creating and Presenting
- 2. The program • Thenew course • Teaching a creating and presenting unit • Expository essays • Other types of expository writing • Creative responses
- 3. Unit 1&2 CurrentlyUnit 1&2 2016 Unit 1: 1. Reading and responding 2. Creating and presenting 3. Using language to persuade (Analysis) Unit 2: 1. Reading and responding 2. Creating and presenting 3. Using language to persuade (POV + Analysis) Unit 1: 1. Reading and creating texts - students respond analytically and creatively to texts (two) 2.Analysing and presenting arguments Unit 2: 1. Reading and comparing texts - students compare the presentation of ideas, themes and issues in two texts 2.Analysing and presenting argument
- 5. Unit 3&4 CurrentlyUnit 3&4 2017 Unit 3: 1. Reading and responding 2. Creating and presenting 3. Using language to persuade Unit 4: 1. Reading and responding 2. Creating and presenting Unit 3: 1. Reading and creating texts: On completion of this unit the student should be able to develop and justify an analytical interpretation of a selected text, and present a creative response to a different selected text. 2.Analysing and presenting arguments: On completion of this unit the student should be able to analyse and compare the use of argument and persuasive language in texts that present a point of view on an issue currently debated in the media. Unit 4: 1. Reading and comparing texts: On completion of this unit the student should be able to develop a detailed comparison which analyses how two selected texts present ideas, issues and themes 2. Presenting argument: On completion of this unit the student should be able to construct a sustained and reasoned point of view on an issue currently debated in the media, and present this in oral form.
- 6. Context vs.Text response • Textresponse = What is this text about? • Context response = What does this idea mean? What do examples show us?
- 8. Encountering conflict • Whatdoes it mean to be a witness to conflict? • What is the impact of being a witness to conflict?
- 9. 2014 prompt •Conflict causesharm to both the powerful and powerless • Witnesses to conflict are all affected by what they see. But every witness to conflict is in a different position to act on what they see.Those who have some power to influence events they witness are....
- 10. Big questions • Exploringissues of identity and belonging What factors create anxiety about identity and belonging and how do we resolve these? •Individual vs. The Group •Parents vs. Child •Male vs. Female •State vs. Citizen •Insider vs. Outsider •Majority vs. Minority
- 11. Which of theseconflicts was in the last book you read? • Exploring issues of identity and belonging What factors create anxiety about identity and belonging and how do we resolve these? •Individual vs. The Group •Parents vs. Child •Male vs. Female •State vs. Citizen •Insider vs. Outsider •Majority vs. Minority
- 13. Summarise conflicts In Friendsheep,the wolf struggles with...Ultimately, the wolf....What film shows us is that...
- 14. The Introduction Conflict islike a raging fire, it is often unexplainable, random and devestating. These mercyless qualaties often mean that damage is done to both the powerful and powerless. Although fire does not choose which houses it burns, the powerful may be able to delay the fire. Ultimately conflict will cause some kind of harm to the powerful and to the powerless, so in accepting this harm we can learn about the conflict and rebuild again.
- 15. The imaginative landscapeis a conceptual construct determined by interpretation and impact. It can therefore, be defined as both our physical environment and our perspectives of the land, making it unique and personal. Influenced by the way in which individuals perceive the land, either connection or disconnection can result. Where our surroundings can be both facilitating and threatening, this dichotomous relationship leads us to perceive the land not necessarily just as it is but as we wish it to be. Thus, those who have a strong identity die to their respect of the land will maintain their place even in difficult times yet those with a tenuous link to the physical space will be threatened by it. The experiences of individuals can define their viewpoint of a landscape.
- 16. It is humannature to want to belong. Each of us feels safer, protected and at ease if we feel as though we can identify with others belong somewhere. In a world where there are over 6 billion people and every single one of them is different there is no concrete group to which we can belong. It is our own choice whether we find it difficult to belong. We can accept who we are, or we can try to change ourselves in an attempt to feel as though we belong.
- 17. Attributes of an introduction •Define key context idea • Link ideas to prompt • Use language of ‘shared experience’
- 18. Key ideas •Key verbs:is, is like, can be, should, has • Reality is... • Reality is like... • Reality can be... • Reality should... • Reality has...
- 19. 2014 Prompt • Misrepresentingreality can have serious consequences
- 20. The imaginative landscapeis a conceptual construct determined by interpretation and impact. It can therefore, be defined as both our physical environment and our perspectives of the land, making it unique and personal. Influenced by the way in which individuals perceive the land, either connection or disconnection can result. Where our surroundings can be both facilitating and threatening, this dichotomous relationship leads us to perceive the land not necessarily just as it is but as we wish it to be. Thus, those who have a strong identity die to their respect of the land will maintain their place even in difficult times yet those with a tenuous link to the physical space will be threatened by it. The experiences of individuals can define their viewpoint of a landscape.
- 21. Shared experience • Our •We • Us
- 22. The body paragraph Thedecisions we make may also often bring positive and negative change, but play a significant part in shaping who we are and where we belong. When Sandra elopes with a man named Petrus Zwane, she comes to accept that she is black and does not belong with her family. Sandra tells her father, ‘I am not white.’This has a strong negative impact on her father as the changes to Sandra present a difficult challenge to her father. Appalled and disgusted, Abraham cuts all ties with Sandra and disowns her. After agreeing and believing in apartheid, he lets go of Sandra, only to grow as a person later in life to apologise and talk to his daughter again. As Sandra lives in the outskirts of the black community, the changes in her surroundings help her grow as an individual as she learns to become independent and raise a family, and ultimately grow as
- 23. Attributes of abody paragraph • Begin with a topic sentence that is about an idea and uses the language of shared experience. • Elaborate on this idea and build to an example from a set text • Include examples from other places in the same paragraph or other paragraphs
- 24. Conflict so oftenarises when our natural instinct for self preservation is pitted against our responsibility to help others, even when it does not benefit us. In Paradise Road the women, forced to endure horrendous conditions in a prison camp, face just this conflict between self interest and thinking about others.Their experience reflects that of many others duringWorld War II who faced similar conflicts inside and outside prison camps around the world. For instance, in holocaust Germany...
- 25. The conclusion Although escapingreality is an important part of living lives that can sometimes be boring and grim, losing touch with reality is ultimately destructive. Inevitably, forgetting what is real about life results in people leading a destructive existence which hurts not only them, but the people around them.
- 26. The conclusion • Summarisedifferent aspects of an idea • Evaluate the significance or impact of an idea or action
- 27. Although escaping realityis an important part of living lives that can sometimes be boring and grim, losing touch with reality is ultimately destructive. (Summarise different aspects of an idea) Inevitably, forgetting what is real about life results in people leading a destructive existence which hurts not only them, but the people around them. (Evaluate the significance or impact of an idea or action)
- 28. • Different aspectsof an idea: Although, despite, while, on the one hand, there are many... • Evaluate impact: Ultimately, inevitably, in the end, what this means, what this shows us Key words
- 29. Persuasive writing • Weshould/not... • We must/not... • It is right/not that...
- 30. 2014 prompt Imagination shapesour response to the landscape
- 31. Evidence • Whose actionsin a text show us this is right? • Whose actions beyond a text show us this is right?
- 32. Creative responses • Seeexamples
- 33. Characters and situations Character types: *Afamily member who is both loyal and wants to do their own thing (The Rugmaker) *A younger person who is part of a group and share some values but has different values to the group (Paradise Road) *A person who is an advocate of change (The Life of Galileo)
- 34. Character + Scenarios •‘The ability to compromise is important when responding to conflict.’ • A group of people is detained at an overseas airport by security. One member of the group needs to decide how to best handle the situation.
- 35. Galileo walked throughthe hall. The men, dark cloaks wrapped around their shoulders, smiled sadistically at him. Instrument after instrument was presented to him, each with a blasé description, each the more bone-chilling. He felt sick. ‘Your hands would go here,’they said, ‘and this will clamp down on your throat.’Galileo felt his insides shift and turn upside down. His eyes wide and his heart thrumming as he looked at the blood stained wood and the sharp, jagged iron. Death or recant? The shame of denouncing all that is true and factual about science, about his life; or bones being stretched at horrific angles and skin being ripped at the seams. He know what Copernicus did, a braver man them him, although they say he was mad. Was Galileo mad for taking on the Church? Yes he was. He could see his madness reflected right back at him in the devices of torture. ‘I don’t want to dishonor the truth,’he thought to himself, ‘but I don’t wish to die like this either.’
- 36. Creative writing • Action •Description • Feeling