November 4th-5th- Treasure Cannonier
During this week we learned about poems and more on the writing process. Each of these topics were in the form of PowerPoint presentations.
4th November
Poems are writing pieces that are structured to take the nature of both speech and song that is nearly always rhythmical and usually metaphorical. This presentation led to the discussion of various types of poems such as wish poems, formula poems, free verse poems, acrostic poems, ode poems and haikus. I am familiar with free verse poems which I came across in high school. Free verse poems are simply poems that have no regular rhythm and do not follow a set of rules. Haiku poems were new to me and really intrigued me. These type of poems seem to have originated in Japan and they consist of three short lines that do not rhyme.
5th November
In today's class, the lecturer presented on the stages of the Writing Process which includes:
1. Prewriting- choose a topic, gather and organize ideas, consider the potential audience, identify the purpose of the writing, choose an appropriate genre.
2. Drafting- write rough drafts, craft leads to grabbing the reader's attention, emphasize content rather than conventions (punctuation, spelling, grammar etc.).
3. Revising- share drafts in revising groups, participate constructively in discussions about the drafts of their peers, make changes to reflect the comments of their peers and the teacher, make substantive rather than only minor changes between the first and final drafts.
4. Editing- students set drafts aside (for a day or two in order to see the errors), proofread compositions to locate errors, correct spelling, capitalization, punctuation and grammar errors.
5. Publishing- publish writing in an appropriate form, share completed writing with an appropriate audience.
We also focused on twelve (12) key strategies that writers can use in their writing pieces and their activities. Most of these strategies are cognitive strategies because of the use of thought processes. There are, however, four strategies that fall under metacognitive strategies of writing (questioning, setting goals, monitoring and evaluating).
These strategies and their activities include:
1. Elaborating- brainstorming, researching, explode the moment and 'the snapshot' activities
2. Evaluating- complete rubrics and checklists, write self-reflections
3. Formatting- decide on a title, use word processing software
4. Generating- make lists, use of clusters (graphic organiser), read/reread books
5. Monitoring- reread rough drafts, ask self questions
6. Narrowing- Five W Questions (who, what, where, when and why), clusters, examining books and internet articles.
7. Organising- create, graphic organisers, make outlines, use graphic programs
8. Proofreading- reread rough drafts, peer proofreading (allow them to skip lines for corrections)
9. Questioning- think-aloud
10. Rereading- reread drafts
11. Revising- form revising groups, use coloured pens to make notes
12. Setting goals- make a list of goals
In using the writing process, students will be able to break writing into manageable chunks and focus on producing quality material. The strategies mentioned will help students to monitor their thought processes and achieve their goals of writing.
This week’s class November 4ht and 5th
ReplyDeleteDuring this week we learned about different poems and the writing process.
November 4th
A presentation was done by my colleagues, and this presentation spoke on poems.
Poems are writing pieces that are structured to take the nature of both speech and song that is nearly always rhythmical and usually metaphorical. Some examples of poems given are
Free verse- does not rhyme consistently
I am poems- poems where I am is used most in the poem.
Ode- poems that are usually praising something
Colour poems- is about a single colour by using analogies, similes or list nouns about that colour.
Haiku poems- Japanese poem consisting of three short lines that do not rhyme
These poems are new to my knowledge, except for Free verse, I am aware of this poem and have did some examples of this in secondary school. I appreciate the knowledge on these different poems because they will be beneficial to me in the future.
November 5th
We learnt about the stages of the writing process, which are
Prewriting- choose a topic, gather and organize ideas, consider potential audience, identify the purpose of writing and choose and appropriate topic.
Drafting- write rough drafts, craft leads to grab the readers attention and emphasize content rather than conventions (punctuation, spelling, grammar etc.)
Revising – share drafts in revising groups, participate constructively in discussion about the drafts of their peers, make changes to reflect the comments of their peers and comments of their peers and the teacher and make substantive rather than only minor changes between the first and final drafts.
Editing – students set drafts aside (for a day or two in order to see the errors) proofread compositions to locate errors correct spelling, capitalization, punctuation and grammar errors.
Publishing- publish writing in an appropriate form, share completed writing with an appropriate audience.
We also learnt about the twelve (12) key strategies that writers can use in their writing pieces, which includes
1. Elaborating- writers expand their writing by adding vivid details
2. Evaluating- writers review and evaluate their compositions and judge how well they met the goals set.
3. Formatting- writers design the layout for their copies and ensure that their writing is legible, and their illustrations enhance the text.
4. Generating- writers collect, and ideas for writing often using their background knowledge, information they have collected through research and other classroom resources.
5. Monitoring- writing monitor their progress and coordinate writing strategies.
6. Narrowing- writers limit their topics so they’ re specific and manageable
7. Organizing- Writers group sequence and prioritize ideas for their compositions
8. Proofreading- writers carefully reread their writing to identify errors in spelling and other conventions.
9. Questioning- writers ask themselves questions as they develop their compositions.
10. Re reading- writers review their writing to check the flow of ideas and determine whether they are meeting their goals
11. Revising- writers add words and sentences, make substitutions and deletions and move text around to communicate more effectively.
12. Setting goals- writers set action-oriented goals to direct their writing.
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