Resource 4 - practise discursive writing



English Standard – Module C HSC hub student support session – resource 4Practising discursive writingResource bookletTable of contents TOC \o "1-3" \h \z \u Resource booklet PAGEREF _Toc50314104 \h 1Table of contents PAGEREF _Toc50314105 \h 2Advice to the teacher supporting students PAGEREF _Toc50314106 \h 3Advice to the independent student PAGEREF _Toc50314107 \h 3Part 1 – practising discursive writing PAGEREF _Toc50314108 \h 4Resource 1 - Module statement – The Craft of Writing PAGEREF _Toc50314109 \h 4Resource 2 – building your ideas toolkit PAGEREF _Toc50314110 \h 5Resource 3 – I never know what to write about PAGEREF _Toc50314111 \h 6Resource 4 – a discursive planning tool PAGEREF _Toc50314112 \h 8Part 2 – reflecting on your discursive writing PAGEREF _Toc50314113 \h 13Resource 5 – outline, explain, evaluate PAGEREF _Toc50314114 \h 13Resource 6 – sample 1 PAGEREF _Toc50314115 \h 14Resource 7 – the W.H.Y model PAGEREF _Toc50314116 \h 15Resource 8 – the 3D model PAGEREF _Toc50314117 \h 16Resource 9 – a summary of recommendations PAGEREF _Toc50314118 \h 16Resource 10 – NESA Glossary of Key Words PAGEREF _Toc50314119 \h 18Resource 11 – suggestions for experimentation PAGEREF _Toc50314120 \h 22Resource 12 – reflection scaffold PAGEREF _Toc50314121 \h 22Resource 13 – discursive writing activities PAGEREF _Toc50314122 \h 23Advice to the teacher supporting studentsIf using in a classroom context you may like to: use this resource in a workshop setting with a group, whole class or an individual student to work through on their own pause the recording and ask students to read, reflect and writerefer to school-based course work, texts pairing and assessments to do the activities.Advice to the independent studentIf using this resource at home independently you will need: a black pen and lined paper access to your school based coursework for all modulesaccess to all your school-based coursework, assessment and or examination response for Module C and access to your prescribed textsa copy of the student booklet either hard copy or digitalaccess to the 2019 HSC marker feedback, the 2019 HSC examination Paper 2 and the sample examination materials for Paper 2, all available within the NESA English Standard webpage. You can use this resource to refine your understanding of discursive writing and expand your repertoire of writing skills. This will help you in your preparation for Module C. Part 1 – practising discursive writingResource 1 - Module statement – The Craft of WritingIn this module, students strengthen and extend their knowledge, skills and confidence as writers. They write for a range of authentic audiences and purposes to convey ideas with power and increasing precision.Students appreciate, examine and analyse at least two challenging short prescribed texts as well as texts from their own wide reading, as models and stimulus for the development of their own ideas and written expression. They examine how writers of complex texts use language creatively and imaginatively for a range of purposes, to describe the world around them, evoke emotion, shape a perspective or to share a vision.Through the study of texts drawn from enduring, quality texts of the past, as well as from recognised contemporary works, students appreciate, analyse and assess the importance and power of language. Through a considered appraisal of, and imaginative engagement with these texts, students reflect on the complex and recursive process of writing to further develop their ability to apply their knowledge of textual forms and features in their own sustained and cohesive compositions.During the pre-writing stage, students generate and explore ideas through discussion and speculations. Throughout the stages of drafting and revising, students experiment with a range of language forms and features for example imagery, rhetoric, voice, characterisation, point of view, dialogue and tone. Students consider purpose and audience to carefully shape meaning. During the editing stages students apply the conventions of syntax, spelling, punctuation and grammar appropriately and effectively for publication.Students have opportunities to work independently and collaboratively to reflect, refine and strengthen their own skills in producing crafted, imaginative, discursive, persuasive and informative texts.Note: Students may revisit prescribed texts from other modules to enhance their experiences of quality writing.English Standard Stage 6 Syllabus ? NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2017.Resource 2 – building your ideas toolkit Do some preparation that will help you to be flexible and confident to respond, regardless of the question. Utilise each of the suggestions below to help you create an interesting range of topics, ideas or issues you can explore while using various language features. Activity 1 – let’s experiment – round 1Utilise the table below to explore different approaches to the suggestions above. It’s a good idea to share ideas with a peer. Add a new row for each new approach you come up with for brainstorming discursive writing ideas. Table 1 – let’s experiment – round 1 Toolkit idea Topics and ideasBrainstorm I remember when…Writing cards ideas (your ideas)(add a new row for each new toolkit idea)Utilise each of the suggestions below to help you create an interesting range of topics, ideas or issues you can explore while using various language features.Activity 2 – let’s experiment – round 2Utilise the table below to explore different approaches to the suggestions above. It’s a good idea to share ideas with a peer. Add a new row for each new approach you come up with for brainstorming discursive writing ideas. Table 2 – let’s experiment – round 2 Toolkit idea Topics and ideasMotif Key quotes Modality (your ideas))(add a new row for each new toolkit idea)Resource 3 – I never know what to write about Different human experiences – utilise the experiences of characters from texts you studied in Texts and Human ExperiencesConcepts explored in Module A, B and C – great places to find inspiration for both issues, ideas and topics as well as models and stimulus for experimenting with language forms, features and structures Assume a role – choose a character from one of your texts and write a discursive response from their perspectiveRe-shape – change one of the texts that you have studied as part of Module C Craft of Writing from a persuasive or imaginative text to a discursive text.Activity 3 – mining our modules and textsIdentify some topics, ideas, issues and experiences that you could choose for a discursive piece as well as some of the characters and events you could draw on. With the prescribed texts from Module C Craft of Writing, think about how you could turn their ideas and details into a discursive text.Table 3 – collecting topics, ideas, issues and experiences from my English modules and textsModuleTopics, ideas, issues and experiencesTexts and Human ExperiencesMy text:Module AMy text/sModule BMy text:Module CMy texts:Activity 4 – mining our modules and textsSpend between 30-40 minutes to complete this activity, hopefully you are very familiar with your texts or you have your class work for these texts handy. Refer to the work you have completed on these texts and use this material as inspiration and assistance. With the writing activity we don’t want you to necessarily write long pieces, the focus is on experimentation and exploring new ideas and using various language features or devices.For each module and text, you can identify interesting aspects of the text you’d like to use to experiment. Complete table 4 as part of this activity. Add extra rows if they are needed.Write 4 short discursive pieces. Explore at least one thing you have identified for each text.Table 4 – identifying interesting aspects of the texts – using the texts as stimulus or modelsModuleInteresting aspects of the text you’d like to use and experiment Texts and Human ExperiencesMy text:Module AMy text/sModule BMy text:Module CMy texts:Write your response Make sure you hand write your response with a black pen. Try to use the type of pen you will in your examinations. In the HSC you are required to write with a black pen so it’s best to practice in this way and find a black pen you like. Response 1 will explore:Response 2 will explore: Response 3 will explore: Response 4 will explore: Resource 4 – a discursive planning toolIt is always important to take the time to plan your response, especially in exam situations. As a minimum, you need to decide: what your topic is, what form you will write in, what is the purpose for the text and who is the intended audience. You should also brainstorm the possible perspectives or ideas you could explore as part of the response and what key discursive features you intend to use. The planner below, is one option for helping you plan and write some practice responses.Activity 5 – explore the plannerRead through the planner below. Explain why these steps are important in the planning process. (within all of the answer boxes be sure to give yourself more space if you are printing this resource)Before you utilise the table to plan your own ideas read one of the texts below and complete the table. Choose one discursive text to read and then complete the following:Select one of the suggested texts Read the first few paragraphs Predict the topic and the purpose Continue reading and confirm or adjust your prediction Identify the form and audienceIdentify the perspectives presented Identify your favourite moments in the piece Identify the features or devices utilisedTable 5 – a discursive planner TopicFormPurposeAudiencePossible perspectives?Focus features or devicesWhere I liveBlog postDescribe the world around meHSCstudentsBoredomEssayEvoke emotionParentsWishesPodcastShape a perspectiveYourselfHolidaysFeature articleShare a visionTeenagersGrowing upSpeechExplore an experience TouristsThe craft of writingPodcastShare an observation of the individual writing process ?(add ideas from your modules)(share with a peer)(use ideas from texts you love)Discursive – Smith, Zadie (January 10, 2013) ‘Joy’, The New York Review of Books – this is a personal essay that explores Smith’s ideas and observations about the subtle differences of the experience of joy and pleasure. This essay contains references to drug use. Discursive – Tuck, Jake (June 25, 2018) ‘I’ve quit writing personal essays about quitting – a personal essay’, by Jake Tuck, The New Yorker - this satirical personal essay comments on the current trend of people writing openly and publicly about their personal lives and behaviours. The essay is light hearted but explores some quite serious issues facing people in a time where people can become obsessed with social media and sharing their personal lives in very public forums.Table 6 – exploring the discursiveTopicFormPurposeAudiencePerspectives?Features or devices(add extra rows if you want to explore more than one topic presented)(or use this for other discursive texts)Activity 6 – let’s plan and write a responsePlan your response Now we would like you to go back to the planning tool (Table 4 – a discursive planner) and develop a plan for a discursive text. For example: Boredom – speech – shape a perspective – teenagers. Ideas: What I do when I am bored, things that bore me like watching cricket, the value of boredom, the problem with boredom.Write your response Compose the introductory paragraph and at least one other paragraph. Use the ‘Plan’ and ‘Explanation of desired impact’ columns in ‘Table 6 – discursive writing checklist’ to help you decide on what features you wish to incorporate into your text. Make sure you hand write your response with a black pen. Try to use the type of pen you will in your examinations. In the HSC you are required to write with a black pen so it’s best to practice in this way and find a black pen you like. Review your responseOnce you have completed your response, check your use of the different discursive features by selecting yes or no within the ‘Evident – yes or no’ column in Table 6. Table 7 – discursive writing checklistDiscursive writing PlanExplanation of desired impactEvident – yes or noExplores an issue or an idea and may suggest a position or perspectiveApproaches a topic from different angles (tangents) and explores themes and issues in a style that balances personal observations with different perspectivesUses personal anecdotes and may have a conversational tonePrimarily uses first person although third person can also be usedUses figurative language or may be more factualDraws upon real life experiences and or draws from wide readingUses engaging imagery and language featuresBegins with an event, an anecdote or relevant quote that is then used to explore an ideaUses low modality language?to avoid persuasive punchResolution may be reflective or open-endedActivity 7 – let’s plan and write an explanationPlan your response Explain how your writing in Activity 6 was influenced by what you have learned about language forms or features through your study of Module C.Write your response Use the ‘Plan’ and ‘Explanation of desired impact’ columns in ‘Table 8 – features of reflective writing check list’ to help you plan your approach.Make sure you hand write your response with a black pen. Try to use the type of pen you will in your examinations. In the HSC you are required to write with a black pen so it’s best to practice in this way and find a black pen you like. Review your responseOnce you have completed your response, check your use of the reflective writing features by selecting yes or no within the ‘Evident – yes or no’ column in Table 8. Features of reflective writing check listUse the following table to help you plan your reflection, then evaluate how effectively you have utilised these features. Remember, within an examination depending on the question, you may not need to include all of these features. Table 8 – features of reflective writing check listReflective features Planning Evident (Yes or No) and evidenceUse of first person to express self-assessmentUse of evaluative languageUse of examples quoting from own written piece Use of anecdotal references, imagery or metaphorExplanation, description or justification of the use of specific language or stylistic devicesMakes a connection between what they learned about writing and the writing that they craftDiscusses self-awareness of the learning processMay be objective and/or subjectiveRefers to prescribed texts being an inspirationModule C – The Craft of Writing, frequently asked questions support resource document. Activity 8 – ‘what makes you say that?’Now, it is a good idea to revisit your Module C assessment response and feedback. This is an opportunity to acknowledge your own improvement and continue refining your writing.What’s the key difference between your assessment and your latest responses? (within all of the answer boxes be sure to give yourself more space if you are printing this resource)What do you see that makes you say that? What would you like to improve upon or experiment with next and why? One area of discursive writing I want to refine is… because…One area of reflective writing I want to refine is… because …Part 2 – reflecting on your discursive writingResource 5 – outline, explain, evaluateOutline – you’re the aim/objective/context/purpose for writing your piece.Describe – what effect you wanted to create on the reader (potential audience/effect on and response).Explain – your choice of text – its form, structure, features, register, purpose.Explain – the thinking behind your text (ideas/themes/conflict and their development).Examine – how the text you created is informed by the writing of others or events/experiences.Examine – how your writing was influenced by one of Mod C prescribed texts you studied.Justify – what approach you took in composing your text (writing strategies).Justify – your use of language techniques, word choices. Use quotes from your own writing piece to justify the effect you wanted to achieve.Evaluate – the overall effect you wanted to achieve in your finished piece of writing.Resource 6 – sample 1(Outline) My discursive personal essay reflects on the role the arts play in our lives, especially in expressing our ideas and feelings. (Describe and explain) I was inspired to write about this topic based on the graffiti images in the stimulus and by Sylvia Plath’s 'A Comparison'. While I explore different artistic forms, I do not want to say one is better than another and it is up to the reader to choose which one they should "pick up" in order to express themselves.(Explain) In my discursive text I discuss a range of creative options including writing, painting and graffiti art. All of them have value but the choice depends on the user and their purpose. To emphasise the choice, I start each paragraph with a question like "Do I pick up a pen?" or "Or, do I pick up a can of spray paint?" (Examine) This repeated use of questions, like Sylvia Plath used in 'A Comparison', shows that there are choices to be made and there is no one correct choice to be made. It is up to us to choose. I also use a personal anecdote about a painting I made when I was five. (Justify) The visual imagery of "bold slashes of colour" and "beautifully abstract version of a sunflower" helps the reader visualise my painting. That painting demonstrates the way art can make people happy both for the painter and the audience.(Evaluate) My personal essay uses the discursive style to examine the place the creative arts have in our society. It makes the reader think about what the value is of each and, hopefully encourages them to think about what instrument they would pick up and use to expression their ideas, hopes and fears.Activity 9 – sample 2It’s time to experiment with our first suggestion: outline-explain-evaluate by applying it to a new sample of student writing. Spend 5-7 minutes labelling the introduction and paragraphs with the key terms from our ‘outline-explain-evaluate’ model found in Resource 5.Sylvia Plath's 'A Comparison' is a discursive piece in which Plath expresses her love for poetry. This text as well as the stimulus inspired me to write a discursive piece to express opposing ideas on the creative arts, particularly between painting and the written word.In my piece, I have incorporated metaphors in a similar way to Plath to help my audience visualise the differences between writing and the visual arts. I used metaphors connected to water to emphasise the act of creating and appreciating the visual arts. In "Could I bring memories from the vault floating to the surface?" I was showing how the writer draws on their personal experiences when composing their writing, unlocking those precious ideas and sharing them with others. Similarly, in "waves of colour, patterns that flicker over a canvas, a wall, even an alleyway these days" I use a metaphor to highlight how the colours flow and mix together, like a wave with the sunlight flickering across the surface.My discursive response expresses my appreciation of the arts, particularly the visual arts. My final sentence is placed on its own to emphasise the need to express ourselves, to say what we want to say creatively, whatever form that takes.Activity 10 – let’s write – 10 minutes It is time to write an exam-style reflection in the ‘explain’ style by taking one of your own pieces from earlier in the course. Use any of the part (b) questions from the 2019 HSC exam or the sample questions paper and practise structuring your response to make sure you explain clearly and fully using examples from your own writing and writing that has influenced your decisions as a composer.There is no answer space for this activity as we suggest you do it under exam conditions using paper and pen.Remember – to work out how long you should write for, simply double the marks for that part of the question. A 10-mark part (b) should take you 20 minutes to complete.Resource 7 – the W.H.Y model What – what form and style have you chosen? What is your topic, audience and purpose?How – how have you used language forms and features to convey your ideas and achieve your purpose? How have you been inspired by your study of Module C?Why – why have you written this text and why has it achieved your purpose?Activity 11 – let’s write – 10 minutes It is time to write an exam-style reflection in the ‘explain’ style by taking one of your own pieces from earlier in the course. Use the W.H.Y model and practise structuring your response to make sure you explore your writing in detail using examples from your own writing and writing that has influenced your decisions as a composer.There is no answer space for this activity as we suggest you do it under exam conditions using paper and pen.Remember – to work out how long you should write for, simply double the marks for that part of the question. A 10-mark part (b) should take you 20 minutes to complete.Resource 8 – the 3D model1st ‘D’: Describe paragraphintroduce the specific style, form, purpose key words and ideas: outline, provide information, describe2nd ‘D’: Disclose paragraph (there may be two or three paragraphs here)longest paragraph of details; use stems such as “I wanted to evoke…’ or ‘Plath’s powerful use of imagery inspired me to…’ key words and ideas: carefully chosen details, 1st person, explain language and stylistic choices, impacts, inspiration3rd ‘D’: Decide paragraphevaluative, for example ‘I felt I successfully used the structure of…’ or ‘I had wanted to persuade the reader that…but …’key words and ideas: how writing or intentions have been impacted.Activity 12 – applying the 3D modelSample AThrough my study of the Craft of Writing I was able to effectively sculpt a discursive piece of writing in which allowed me to express the dangers of social media and the concerns for the future. Through studying Paul Keating’s ‘The Unknown Soldier’ I was able to draw upon idea that he used within his speech. He utilised inclusive language to allow the audience to relate to his ideas. Therefore I utilised words such as “we” and “our” to connect with the readers, and get my message across.Which paragraph in the 3D model do you think it corresponds to? Identify the language features that help you decide? How would you improve this piece of writing? Focus on the words “idea” and “message” used in this response. Thinking about the about the phrase “inclusive language”, what’s missing that would strengthen this idea?Resource 9 – a summary of recommendationsMake sure you have – discussion of deliberate conceptual choicesdiscussion of purposeful stylistic choices, clear sense of purposedetailed knowledge of the prescribed textsjudicious choice of language features, specific and detailed but always in service of the purpose for which they are being usedhighly developed skills in explaining the discursive form and its purposes and featuresActivity 13 – sample BParagraph 1I have drawn great inspiration from a speech written by J.K Rowling's “ The Fringe Benefits of Failure and the Importance of Imagination,”? Whereby she explores the benefit of failure in one's life in order to acknowledge and appreciate success, along with the significance of imagination in order to recognise and empathize with others and their differences.Paragraph 2Alike Rowling, I have used personal anecdote throughout my writing. Rowling speaks of her time working at Amnesty International, answering phone calls in order to reconnect lost loved ones from war torn countries. I too have used anecdote when interpreting my world. As a child, I played on the “merry-go-round.” I dove into “colourful ball pits” and sucked on Cola flavoured Chupa Chup lollipops. In incorporating this anecdote I aim to connect my reader to the world I vividly display to them, encouraging the relation to and engagement with my story.Label the paragraphs using the W.H.Y structure in one colour and the 3D structure in another colour. Use table 9 below to check that the writer has followed our recommendationsTable 9 – recommendations checklist activity RecommendationsEvident – yes or nodiscussion of deliberate conceptual choicesdiscussion of purposeful stylistic choices, clear sense of purposedetailed knowledge of the prescribed textsjudicious choice of language features, specific and detailed but always in service of the purpose for which they are being usedhighly developed skills in explaining the discursive form and its purposes and featuresWhat could you do to improve the highlighted sentence? Explain how anecdotes can connect the reader to the world being written about.Resource 10 – NESA Glossary of Key Words This glossary contains key words that appear frequently in NSW Education Standards Authority syllabuses, performance descriptions and examinations.The purpose behind the glossary is to help students prepare better for the HSC by showing them that certain key words are used similarly in examination questions across the different subjects they are studying.In classrooms, teachers of different subjects could use the glossary to help students to better understand what the examination questions in their subject require. Students should recognise the consistent approach of teachers of different subjects and get cues about how to approach examination questions.For example, students would be better placed to respond to 'explain' questions if, in the context of different subjects, they developed an understanding that 'explain' could require them to relate cause and effect; make the relationships between things evident; provide why and/or how.It is also important that the key words should not be interpreted in an overly prescriptive way. Teachers must ensure that they do not use them in ways that conflict with their particular meaning within subjects. To do this would be counterproductive. A term like 'evaluate', for example, requires a different kind of response in Mathematics from that required in History and this needs to be respected.When using key words to construct questions, tasks and marking schemes, it is helpful to ask what the use of the term in a particular question requires students to do.Key words are best discussed with students in the context of questions and tasks they are working on, rather than in isolation.It is important to note that examination questions for the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set limits on legitimate subject-based questions in examination papers.Account – Account for: state reasons for, report on. Give an account of: narrate a series of events or transactionsAnalyse – Identify components and the relationship between them; draw out and relate implicationsApply – Use utilise, employ in a particular situationAppreciate – Make a judgement about the value ofAssess – Make a judgement of value, quality, outcomes, results or sizeCalculate – Ascertain determine from given facts, figures or informationClarify – Make clear or plainClassify – Arrange or include in classes/categoriesCompare – Show how things are similar or differentConstruct – Make; build; put together items or argumentsContrast – Show how things are different or oppositeCritically (analyse/evaluate) – Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)Deduce – Draw conclusionsDefine – State meaning and identify essential qualitiesDemonstrate – Show by exampleDescribe – Provide characteristics and featuresDiscuss – Identify issues and provide points for and/or againstDistinguish – Recognise or note/indicate as being distinct or different from; to note differences betweenEvaluate – Make a judgement based on criteria; determine the value ofExamine – Inquire intoExplain – Relate cause and effect; make the relationships between things evident; provide why and/or howExtract – Choose relevant and/or appropriate detailsExtrapolate – Infer from what is knownIdentify – Recognise and nameInterpret – Draw meaning fromInvestigate – Plan, inquire into and draw conclusions aboutJustify – Support an argument or conclusionOutline – Sketch in general terms; indicate the main features ofPredict – Suggest what may happen based on available informationPropose – Put forward (for example a point of view, idea, argument, suggestion) for consideration or actionRecall – Present remembered ideas, facts or experiencesRecommend – Provide reasons in favourRecount – Retell a series of eventsSummarise –Express, concisely, the relevant detailsSynthesise –Putting together various elements to make a wholeA Glossary of Key Words ? 2020 NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales. See the NESA website for additional copyright information.Resources Sample Questions HSC English Standard Paper 2 – Modules2019 HSC English Standard Paper 2 – Modules Sample Questions HSC - English Advanced Paper 2 – Modules 2019 HSC English Advanced Paper 2 – Modules Activity 14 – glossary word huntRead through the NESA Glossary of Key Words below.Read through the Module C section of each of the papers, for both Advanced and Standard, make sure you pay careful attention to the information in the blue boxes within the sample questions papers. The links to these papers are provided below the glossaryIdentify the reflection component of each question. Note, not all questions contain a reflection component Identify the instructional verbs for each question for and explain what knowledge and skills you are required to demonstrate or utilise. Insert this information into ‘Table 8 – instructional verbs and the reflection on the creative process’ and an example has been provided.Table 10 – instructional verbs and the reflection on the creative processQuestionInstructional verb – explanation of knowledge and skills required 2018 Sample question Example B – ‘Explain how your writing in part (a) was influenced by what you have learned about figurative language through the study of your prescribed texts for Module C.’Explain – state the purpose of the writing in part a, what was achieved and the effect being created because of Mod C study. Then link this to the choices made in terms of language form, features or devices. Be self-referential and identify an example from part a of a particular figurative language device used. Identify the aspect of Module C study that influenced the use of this figurative language. Explain the effect (desired impact) on the responder because of this device. You need to show why you made certain decisions, connecting to Module C study (prescribed texts for example) and how you created meaning through part a. Repeat this for each prescribed text and refer to various figurative devices. (identify which question you are exploring)(explain what the instructional verb requires of you, explain what knowledge or skills this verb requires)(add a new row)(for each question)Activity 15 – writing practice 1“There is a crack in everything. That’s how the light gets in.” Leonard Cohen, 'Anthem'or“You can’t say it, but you know it’s true.” Barack ObamaUse one of the lines above as a stimulus for the opening of an imaginative, discursive or persuasive piece of writing. In your piece of writing incorporate at least one example of figurative language that you have learnt about through your study of the prescribed texts for Module C. 12 marks Explain how your writing in part (a) was influenced by what you have learnt about figurative language through the study of your prescribed texts for Module C. 8 marksActivity 16 – writing practice 2Figure 1 House, floor, room by?Peter H?from? HYPERLINK "" Pixabay.Use the image to write creatively about a character’s response to entering this familiar setting for the last time. 10 marksAssess how effectively you evoked your character’s response to this experience, making detailed reference to your use of a range of language devices and stylistic features. 10 marksResource 11 – suggestions for experimentationIt is a good idea to use some of the verbs from the module rationale statement to help guide your reflective explanation on your composition. Some suggestions for you to experiment with:Introduction (What I did): Examine, analyse, describe, shareFor example: In my persuasive speech, I chose to examine the role truth plays in society by analysing a range of perspectives.Explaining your choices (How I did it): Use, evoke, shape, describeFor example: I used a motif of a magnifying glass throughout my response, such as in “if we look at many Instagram posts through a magnifying glass...” to emphasise the need for the audience to look deeper into what they are seeing and hearing.Conclusion (Why I did it): Appreciate, shape, shareFor example: Through my persuasive speech, my use of language forms and features, particularly the ones I have highlighted in my reflection, I hope the audience begin to appreciate the complex nature of truth....Resource 12 – reflection scaffold The reflection is to only focus on what you have composed during the examination and what influenced this creation. You can use a quote from a studied text to shape ideas. It can be a combination of third and first person, though must remain formal.IntroductionName your pieceIdentify the text typeExplain the topic, purpose and audience.Sentence Starters:My informative/persuasive/discursive piece, “Name of piece” is an exploration...My aim in this piece of writing was to...My intention in writing...Paragraph 1 (purpose of own piece) Outline the purpose of you own piece.Link purpose to audience and the form you have chosen.Explain why this piece is for that particular audience.Link back to purpose with examples. Self-reference your work in the form of evidence, this can be a quote but avoid a large chunk of text. The focus is on the explanation and evaluation of impact. Sentence Starters:This piece can... for my intended audience...I believe the form/structure of my writing piece allows/shows...My writing piece is designed to help the audience reflect/challenge/think ...I wrote this piece for...To appeal to my intended audience...My writing piece is likely to connect to...audienceParagraph 2 (process of crafting own piece) Explain how you came and crafted your response based on ideas, content and language.Explain the process of coming up with the main idea of your piece and the effect this had on the overall piece.Explain the overall content, how this may have changed and the effect.Explain how you have used language (tone, techniques etc.) and the effect of this.Sentence Starters:I was inspired by...Through feedback I was able to see...My language was....I chose instead to focus on...My first draft was... there were problem with... it lacked...I introduced...The ideas of... was further developed through...A difficulty I found was my tone/structure/language...Resource 13 – discursive writing activitiesOption 1 – childhood Topic: ChildhoodPurpose: to explore childhood from a range of perspectives Form: letter, feature article or personal essayIdeas: playing in the street, friendships, school, dinner time, holidays...Planning: anecdotes, analogies, extended metaphors or symbolsResearch: explore the ideas and structures of other people or publications Order of paragraphs: where are the swings and roundabouts? Where will you start and where will you end up?Option 2 – my placeUtilise these as stimulus to create your own piece, try to experiment with what is suggested. My place – lovely, ugly, interesting but sometimes boring townObservational piece use an extended metaphor through the storyDiscuss the area, past and present, and connect to the experiences to be had there – or explore the possibilities, don’t persuade just explorePlay with the idea of the traveler writing the storyUse of specific locations to add depth and credibilityUse well-known idiomatic phrases or quotes to create sense of people, place and context Play with the narrator's commentary, make emotive reactions triggered by immersion in landscape, experiences and or cultureCharacterise place through sophisticated use of language devices Create a highly evocative piece through a strong sense of place and personal connection to this place and an interesting narrator’s personalityOption 3 – the pathway to successUtilise these as stimulus to create your own piece, try to experiment with what is suggested. The pathway to successDiscuss and explore personal ideas in relation to success and failure and the role of success in failure Create a strong sense of voice through anecdotes, analogies or humour, or a self-deprecating tone, this could even at times becomes mockingUse a conversational and informal tone Use inclusive language to establish relevance of topic to readerUtilise intertextuality and provides references to famous stories, moments in time or stories about particular people Activity 17 – what makes you say that?Now that you have engaged in self, peer and or teacher feedback and reflection, it is a good idea to revisit your Module C assessment response and feedback. This is an opportunity to acknowledge your own improvement and continue refining your writing.What’s the key difference between your assessment and your latest response?What do you see that makes you say that?What would you like to improve upon or experiment with next and why?Thinking routine Complete this table to reflect on your learning from this section of the resource.Table 11 – I used to think…Now I think…I used to think…Now I think…I used to think Now, I think ................
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