12EA1 Module C Booklet - Rhetorical Questions, Figurative language, low modality, anecdotes, etc. PDF

Preview

Summary

Rhetorical Questions, Figurative language, low modality, anecdotes, etc....

Description

Module C: Craft of Writing

Activity Booklet HSC Advanced English Acknowledgments Some aspects of this booklet were sources from the following resources: Craft of Writing Resources (2019): Sourced from Luke Bartolo’s blog, Amber of the Moment https://lukebartolo.blogspot.com/search?q=craft+of+writing Mastering the Craft of Writing Student eBook (2020): Emily Bosco and Anthony Bosco, https://www.intoenglish.com.au/store/digital-editions/mastering-the-craft-of-writing-student-ebook Excel Year 12 Advanced English (2019), Bianca Hewes, Jeff Sinclair.

2

Table of Contents Rubric Statement

4

Writing Activities

7

Craft of Writing Mini Lessons

12

(Short Story) Love and Honour and Pity and Pride and Compassion and Sacrifice, Nam Le

28

(Non Fiction) That Crafty Feeling, Zady Smith

60

(Speech) Noel Pearson’s Eulogy for Gough Whitlam, Noel Pearson

71

(Poetry) Father and Child, Gwen Harwood

79

3

Module C: The Craft of Wri Writing ting Task: Fill in the missing blanks using the word bank below. In this module, students strengthen and extend their knowledge, ________ and confidence as accomplished writers. Students write for a range of audiences and purposes using language to convey ideas and _________ with power and precision. Students appreciate, examine and analyse at least _______ short prescribed texts as well as texts from their own wide reading, as models and stimulus for the development of their own complex ideas and written __________. They evaluate how writers use language creatively and imaginatively for a range of purposes; to express insights, evoke emotion, describe the wonder of the natural world, shape a perspective or to share an aesthetic vision. Through the study of enduring, quality texts of the past as well as recognised contemporary works, students appreciate, analyse and ________ the versatility, power and aesthetics of language. Through considered appraisal and imaginative engagement with texts, students _________ on the complex and recursive processes of writing to further develop their self-expression and apply their knowledge of textual forms and features in their own sustained and cohesive compositions. During the prewriting stage, students generate and explore various concepts through discussion and speculation. Throughout the stages of _________ and revising students experiment with various figurative, rhetorical and linguistic devices, for example allusion, imagery, narrative voice, characterisation, and tone. Students consider purpose, audience and _________ to deliberately 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 ______________ and collaboratively to reflect, refine and strengthen their own skills in producing highly crafted imaginative,____________ , persuasive and informative texts. Note: Students may revisit prescribed texts from other modules to enhance their experiences of quality writing. skills

emotions

two

expression

evaluate

reflect

drafting

context

independently

discursive

4

Text Types

Task: For each of the text types below list 2-3 texts that are an example of these forms. If you have not read/viewed/listened to one of these, make an effort to find one over the next few lessons. Discursive texts

Imaginative Texts

Texts whose primary focus is to explore an idea or variety of topics. These texts involve the discussion of an idea(s) or opinion(s) without the direct intention of persuading the reader, listener or viewer to adopt any single point of view. Discursive texts can be humorous or serious in tone and can have a formal or informal register.

Texts that represent ideas, feelings and mental images in words or visual images. An imaginative text might use metaphor to translate ideas and feelings into a form that can be communicated effectively to an audience. Imaginative texts also make new connections between established ideas or widely recognized experiences in order to create new ideas and images. Imaginative texts are characterized by originality, freshness and insight.

Informative texts

Persuasive texts

Texts whose primary purpose is to provide information through explanation, description, argument, analysis, ordering and presentation of evidence and procedures. These texts include reports, explanations and descriptions of natural phenomena, recounts of events, instructions and directions, rules and laws, news bulletins and articles, websites and text analyses. They include texts that are valued for their informative content as a store of knowledge and for their value as part of everyday life.

Texts whose primary purpose is to put forward a point of view and persuade a reader, viewer or listener. They form a significant part of modern communication in both print and digital environments. Persuasive texts seek to convince the responder of the strength of an argument or point of view through information, judicious use of evidence, construction of argument, critical analysis, and the use of rhetorical, figurative and emotive language. They include student essays, debates, arguments, discussions, polemics, advertising, propaganda, influential essays and articles.

Reflective texts

Hybrid texts

The thought process by which students develop an understanding and appreciation of their own learning.

Composite texts resulting from mixing elements from different sources or genres.

5

Mini Lessons & Writing Activities

6

Six Minute Writing Activiti Activities es Now how do I get out of this one?

1. List ten chores or tasks you hate doing. Cleaning my room is an example of a chore you might not like. 2. Select four tasks from your list and write a creative excuse explaining why you can’t or haven’t completed each one. Make your excuses as original and wild as possible. 3. When you’ve finished, exchange your work with a classmate. Read and discuss each other’s excuses.

Two truths and Write an inner monologue from the perspective of a fictional characters and state two a lie. truths and a lie. The class will then have a few minutes to try and determine which is which. Personification Clichés

Choose an object (could be a pen, cliff face, tree, chair) and using the object bring it to life. Write down common clichés and find new ways of writing them with more detail and intriguing comparisons. Example: What comes around goes around.

Metaphors

Create metaphors for feelings, seasons and relationships.

Stream of Conscience

Choose a topic that makes you happy/ mad and write without any editing or rereading of what was previously written. This works best when typing.

Fast 15/ listicle Write 15 lines on any topic you like. Write everything you can think of about that topic. Edit 8

After completing a Fast 15, do a Edit 8 where you can read and edit what you just wrote. Turn your topic into an informative piece about your chosen topic.

Show not tell

Choose and emotion or temperature and write a paragraph describing it without saying the word. Choose a sentence or part of your own story and expand to show not tell. To assist with this exercise provide examples from online.

Sensory imagery

Choose one part of a written text and rewrite the sentence using all 5 senses. This should expand the sentence into a paragraph. Example: ‘Up to her chin in water she gave a little squeak of fear’ - Fun of the Fair, Elizabth Harrower

Motif

Choose a colour and use it as a stimulus within a paragraph of writing. Don’t ever mention the colour, but it should show up in the language choices you make.

Bait and Switch Write a flash fiction (400 words) piece about an argument between a mother and a daughter. Then, re-write it from the viewpoint of the mother. Use the picture book Voices in the Park to assist with rewriting the piece. Discuss how you can write as someone you have never been. Monologue

Pull a character’s name, age and occupation out of a hat. Use this to write a first person monologue of about 10 lines about the worst day of that characters life.

7

Sensory Imagery

Many of us are visually oriented. We forget that others may respond equally well to a sense of smell or hearing. Ask writers to describe a place of importance to them using sensory details of taste, smell, hearing or touch. Anything except the visual.

Reflection

Watch the following clipTEDed clip about the significance of the pencil. https://www.ted.com/talks/caroline_weaver_why_the_pencil_is_perfect Reflect on the role the pencil has played in your life, was it significant? Do you think it is useless now. Reflect on your thoughts and the impact the clip had on your appreciation for the pencil.

Skimping on Adjectives

Focus on Diction

Creative writing instructors often caution against using too many adverbs, but adjectives too can become problematic if overused. To combat that, lets try something new: Describe something in detail without using adjectives. Note—the use of color is permitted. Diction, in its original, primary meaning, is a writer's or speaker's distinctive vocabulary choices and style of expression in a poem or story. Consider the extraordinary sentence below, by Vladimir Nabokov, from his novel Pnin. The brook in the gully behind the garden, a trembling trickle most of the time, was tonight a loud torrent that tumbled over itself in its avid truckling to gravity, as it carried through corridors of beech and spruce last year's leaves, and some leafless twigs, and a brand-new, unwanted soccer ball that had recently rolled into the water from the sloping lawn after Pnin disposed of it by defenestration. (p.108) Name the ways this sentence imitates or draw parallels with the brook it describes?

Alphabetical Sentence

To spark new and unusual ideas, individually or in small groups write a sentence where each subsequent word begins with the next letter of the alphabet. For instance: "Acids, bases, compounds" Dorothy explains, "for group homework." Instantly jaded, knowing long monosyllabic nonsense oozes, pupils quickly revolt. Go on for as long as you are able (X,Y, Z can get a little tricky), and then if you like, have them work in the reverse direction. Or use the idea, setting, or character that resulted to write a short piece of fiction. Such limited constraints will sometimes yield fresh and surprising concepts or descriptions.

Year 2072

Choose a year in the future and write in detail about the world and what you or your characters will be doing in it. Will the story be dystopian? Will the future be good or a dark scary place?

Word Bag

Each group receives one brown bag containing 10 or more words. Work together to categorize the words or create an interesting sentence.

Mentor Sentences

Use sentences from published works and mirror your own sentences use their structure, tone and punctuation.

8

Simon French:"I got out of bed, feet on the cold bare floor, feeling around with my toes and trying to remember which floorboards creaked and whether there was anything to trip over." - Change the Locks There are a few structures you could focus on in this sentence the absolute phrase - 'feet on the cold bare floor' the participial phrase - 'feeling around with my toes and trying to remember which floorboards creaked' Or you could do both if you have developed the knowledge of these structures. Imitation sample: He touched the door, [his] hands on the chrome knob, thinking about what he was going to say to his father and summoning the courage to turn the handle and cross the rubicon. - T. Creighton Life is Not Like a Box of Chocolates

Use the prompt: “Life is like a box of…” You fill in the blank and go from there. Write a short piece of persuasive writing that uses the simile above as a motif throughout the piece.

Keeping it condensed

“A good story starts with a good beginning. Get us hooked in the first 150 words.” Write three sizzling openings, some examples have been added below. - “Life changes fast. Life changes in the instant. You sit down to dinner and life as you know it ends. The question of self-pity.”The Year Of Magical Thinking, Joan Didion -

"It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife."—Pride and Prejudice by Jane Austen

9

Writing Activity Lessons and D Discussion iscussion Links to 1984

Take a setting you are familiar with and describe it in such a way that it is a negative representation and conveys how the people or an individual would experience life because of this place. (Thinking back to Orwell) Take note of the way that Orwell uses language to craft the visceral imagery in his opening to paint a bleak portrait. They should aim for around 300 words. You could think about the following: ● Recurring images of decay– the poet T.S. Eliot referred to this as the objective correlative – a series of images that evoke a sensory response. He used the following in his poem ‘Rhapsody on a Windy Night’–“twisted branch”, “broken spring” and “rust that clings” ● Experimenting with sentence structure as Orwell did. You could use hyperbaton –an inversion of the normal word order for emphasis – orna short, sharp declarative sentence. ● View the dystopian images of Paris created by Paul Chadeisson at https://www.dailymail.co.uk/sciencetech/article-2713292/Could-Paris-New-York2084-Artist-reveals-sinister-industrialised-vision-cities-future.html for inspiration

Color Coded.

Write a short story that begins with the word "blue," and in which the first word of every paragraph is a color. Use the "color word" only once in each paragraph, but suggest the colour in as many ways as possible. For example: The world had turned grey. Nothing but mud and asphalt surrounded the unpainted house, little more than a box made of concrete blocks. Charlie, dressed in faded work pants, rubber boots, and a thick wool sweater, steadied himself with a hand on the top rail of a weathered cedar fence. Behind him, nothing but ash-coloured sky, bare trees, and plumes of smoke belching from the factory in the distance. A lone sparrow rested on a branch, one beady eye watching.

Unusual Stretches

Often ideas come when strange or contradictory words or phrases are strung together. When you use this creative writing activity, look at the list of mixed nonsense proverbs below and literalize them. Write a paragraph on whichever one fires your imagination. The paragraph needn't be perfect or polished but should "free your muse." [a] Beauty visits once a year. [b] Bad news is the best medicine. [c] Silence makes the heart grow fonder. [d] Strike while the head wears the crown. [e] A rolling stone is worth two in a bush. [f] Uneasy lies the head that gathers moss. [g] A penny is the mother of invention.

Persuasive Dialogue

Dialogue needs some form of tension or suspense to hold reader interest. Sometimes suspense is created intrinsically, as when readers know more than the character, and sometimes it is created extrinsically, through character conflict. Imagine two characters. One wants to do something and the other does not. Or one wants something the other has. Write a dialogue between these two characters, where one character is determined not to 10

give in to the other, to create extrinsic tension. Word String

Writing Traditional Stories from a Different Point of View

Good diction can make the difference between an ordinary piece of writing and a spectacular one. This exercise is designed to have writers notice the language used in a piece of writing and encourages them to expand their own repertoires. Read “Fun of the Fair” or “Metamorphosis” . Make an A-Z list of appealing words from the story, one word for each letter of the alphabet. Create a piece of flash fiction one word at a time, with each student contributing where possible. Read "The True Story of the Three Little Pigs" (by Jon Scieszka) (youtube versions). This tells the "Three Little Pigs" story from the wolf's point of view. Think of a story that you know well, and write the story from another point of view. e.g. Write "Cinderella" from the point of view of one of the ugly sisters, OR Write "The Three Billy Goats Gruff" from the point of view of the troll.

Recipes for Dreams

Read the "The BFG" by Roald Dahl extract Dreams. Make a recipe for a dream. You could set it out like a cooking recipe with ingredients and mixing instructions, there should also be a short description of the dream (which could be a "Golden Phizzwizard" or a "Trogglehumper").

When I am famous...

"In the future, everyone will be famous for 15 minutes" - Andy Warhol Discuss the above quote and then write a newspaper article, written as if in the future, with someone in the class who is now famous. Explain what has made them famous and the event that led to their fame. Poetry can often have a powerful message but that's doubly true of reverse poems.

Reverse Poem In case you didn't know, a reverse poem is a passage which can be read from top to bottom or bottom to top. The poem will often express opposite opinions depending on which way you read it so it can really make you think. Task: Create a short poem that can be read from both the top to bottom and bottom to top. Look at the example on the right for inspiration.

11

Craft of Writing - Mini Lessons Asyndeton What is it: This Greek word means Examples: "unconnected", and refers to the ● A character describing the nature of some families - "a removal of connective conjunctions Drinking Streak, a Gambling Streak, a Mean Streak, a from a sentence. Phrases are no longer Funny Streak" - To Kill a Mockingbird by Harper Lee. joined by terms such as "and", "or", etc. ● "We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans" - Winston Churchill's 'We shall fight on the beaches' speech from WWII. Why use it: ● Removing conjunctions such as 'and', 'for', 'or', and 'but' leads to increased emphasis/attention on particular verbs and nouns. ● It can give the impression of speed, or create an erratic and hurried rhythm. ● Often used in speeches and rhetoric to control the rhythm of words, and to force increased attention from the reader/listener as they are forced to consciously or subconsciously fill in the gaps with their own connectives. Quick Activity: Write a persuasive paragraph about the importance of sticking to the speed limit that incorporates asyndeton.

12

Parentheses What is it: Commonly known as Example: brackets, parentheses are used ● "Her voice, her laugh, her dress (something floating, white, to convey additional or crimson), her spirit, her adventurousness." - Mrs Dalloway supplementary information in a by Virginia Woolf. text. The Greek work parenthesis ● means "to place alongside." She lived with Auntie (who was Hector's mother), and she knew she was a trial". - Fun of the Fair, Elizabeth Harrower Why use it: ● Parentheses are used to add supplementary detail to an idea without making it an essential part of the text. A section of text in parenthesis should be removable without changing the meaning of the sentence. ● Can work in the same way as an embedded...