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English Online. Every child literate - a shared responsibility.

Learning task 2: Structure

Introduction

Students are introduced to the assessment schedule so that they clearly understand the basis for their assessment. At this point it may also be useful to share exemplars to enable students to discuss what the schedule means in practice. This can be achieved by having peer groups 'level' the exemplars by using the schedule.

level5 (RTF 105KB) level6 (RTF 107KB)

level7 (RTF 107KB)

level8 (RTF 106KB)

Similarly the teacher will devote 1-2 sessions to encouraging students to experiment with structural changes:

Find a Focus
There is no need to include every detail, every aspect in your narrative. Your story will have more appeal if you select a key moment, a particular character, a particular scene, a moving, scary or exciting moment, a turning point or climax and make this the focus of your story rather than everything associated with the incident.

Think of whole incident or event as a video:

  • put the video in the machine and push play
  • fast forward over the boring bits
  • pause on the interesting bits
  • magnify these parts on a huge screen - these are the parts you should concentrate on as they are what will provide your story with its real meaning, insight and interest for the reader.

The Title

Ensure your writing has a title which achieves some of the following as appropriate:

  • captures the "heart" or main idea of your story or a key characteristic of an important person in it.
  • suggests the setting in time and/or place
  • intrigues the reader, making them curious enough to want to read into the story
  • shocks or surprises the reader so that they want to read into the story
  • uses language which appeals to the reader's emotions
  • suggests action or excitement

The Opening
Think about the opening sentence (see the sentences (RTF 8KB) for some truly awful examples and a tearaway (RTF 10KB) suggestions for some more useful ideas.) Rewrite so that it shocks, intrigues, leads the reader in.

  1. Perhaps immerse readers in the action by beginning with the climax or the most exciting moment, (eg. "The thrust of the engines pinned me to my seat", rather than "I woke up, had breakfast and went to the airport for my holiday in Queensland"). Then you could provide the necessary background details for the reader (but think about whether the details really add to the story). Perhaps you'll find more traditional type scene setting is appropriate.

    Find out more from On Writing - Great Beginnings , Nigel Hinton's Opening Sentences and How to Open Without a Bang .

Point-of-view

  1. Try re-writing a section from the third person point of view if it is written from first person. What happens? Does this allow for more objectivity and honesty? Or if it is written from the first person, try re-writing a section from the first person.
    Discuss the impact of the changes in peer groups.
  2. Find out more from On Writing - Point of View and The Writing Centre: Point of View

Sentence Structure

  1. Often we get repetitive in our use of sentences and this can make our writing tedious. Look at these sentence patterns and imitate several in your own writing:

    Improving Sentence Variety
    Students can gain practice in varying their sentence patterns by using models from established writers. This can be included in the revision stage of the writing process. The degree to which the students simply imitate patterns or reach a fuller understanding of the structures they are using will depend on the teacher and level of the class. Below are some examples of patterns and the imitations written by non-professional writers:

    Example:
    On the pleasant shore of the French Riviera, about halfway between Marseilles and the Italian border, stands a large, proud rose-coloured hotel. - F. Scott Fitzgerald.

    Non-Professional:
    Just off a cobblestone street, in a drowsy, postcard city of Guernavaca, Mexico, sprawls a rambling whitewashed hacienda.

    Possible points of discussion: use of comma, prepositional phrases, placement of verb and subject.

    Example:
    A half moon, dusky gold, was sinking behind the black sycamore tree. - D.H. Lawrence.

    Non-Professional:
    The autumn sun, orange-red, settled slowly beneath the brassy horizon.

    Possible points of discussion: two colour adjectives following the subject followed by third colour later.

    Example:
    The lazy October afternoon, bathed in a soft warmth of a reluctant sun, held a hint of winter's coming chill. - Ruth Firor

    Non-Professional:
    The frail kite, tossed and battered by the March wind, took one last dive and was swallowed by the tall grass.

    Possible point of discussion: personifying words.

    Example:
    Streaming with perspiration, we swarmed up the rope, and coming into the blast of cold air, gasped like men plunged into icy water. - Joseph Conrad

    Non-Professional:
    Straining with tension, I clambered up the castle wall, and coming in through the gallery windows, shuddered like a man in his death rattle.

    Possible points of discussion: use of comma, participates, simile.

    Example:
    Even as she was falling asleep, head bowed over the child, she was still aware of a strange wakeful happiness. - Katherine Ann Porter.

    Non-Professional:
    As he sat before the doctor, his mangled hand dripping blood, the fluorescent light accented the pallor of his skin and the fear in his eyes.

    Possible points of discussion: function of comma, function of the adjectival phrase.

    Well it's obvious that he's lying about the black eye, but as I don't fancy being used as a human football again, I don't say anything, even thought I'm a bit surprised. - Janni Howker
    [Ist person, present tense, colloquial thought patterns]

    In the towns, on the edges of the town, in fields, in vacant lots, the used car yards, the wreckers', the garages with blazing signs, - Used Cars, Good used Cars, Cheap Transportation. - John Steinbeck

    The houses sit on their handkerchiefs, and early in the morning begin to sneeze. - Patricia Grace
    [Personification, figurative language]

    Far below, deep under the keel of a ship, a humpback whale sported and fed. - Keri Hulme

    The ice cracked, moaned, shivered and susurrated with rippling glissandi a giant organ playing a titanic symphony. - Witi Ihimaera
    [Use of verbs, metaphor]




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