writing process

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Communicating Your Process

CHOICE

Student choice is about students making choices that advance their learning.

Today, I am asking you to reflect on the work we have done together over the past few years after reading this post that I wrote last January. 

There is no right way or wrong way to respond.

You might decide to reflect

  1. on the choices you have made;
  2. on the choices you have been offered;
  3. from an objective perspective;
  4. from a personal perspective;
  5. on the role of choice in learning; 
  6. on the walls in your life; 
  7. on taking the walls down and how you have done that;
  8. or some other way I can’t think of right now :).

Miigwetch. 

Assignment 3: Communicating your process

Using one of the following tools, explain your planning process for writing. Consider your audience and purpose. How will you begin your talk? What words will you choose to connect with your audience? Will you use humour? Repetition? Many of the writing techniques are also techniques used in speaking. Review your thinking about Jana Levin’s storytelling in The Moth.

Prompt

Audience: Your Peers and Teacher and Other Writers

Purpose: To make visible your planning process or to inform others about how you get ready to write

Rubric

Due: Submit link to the Assignment submission page no later than Dec. 22 at noon.

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Tuesday, May 30, 2016

Learning Goals
By the end of this activity you will be able to:
Express a perspective, idea, experience, or belief in a narrative, persuasive, or argumentative essay;
Share your own thoughts and ideas to promote the learning of others.

Success Criteria
I know I am successful when:
I can generate and organize ideas; content related to a perspective, idea, experience or belief;
I can create a draft;
I can determine a purpose and audience, and use these to craft my writing;
I can select an essay type (i.e., narrative, persuasive, argumentative) that is appropriate to my content, purpose and audience;
I can create a draft using the conventions of the selected essay type;
I can revise a draft;
I can proofread;
I can produce a polished essay;
I can reflect on my use of the writing process.
I can apply what I have learned in the content to give feedback to my peers in a helpful way.

“The first draft is just you telling yourself the story.”

― Terry Pratchett

Today, you will begin planning and drafting your essay. This document contains all of the information you need to support you in completing the assignment. This is a tight deadline. You will have class time this week to work on it, but that is likely not enough time. Plan on working on this task at home, too.

Choose a topic. Consider some of the essay topics we have looked at this semester:

“What do you do when you’re not the hero anymore?”—film

“On the Rainy River”—shame, cowardice, war

“April Fools on Polar Circus”—climbing

“Science and Beauty”—astronomy, universe

What are you interested in thinking through?

You will likely want an essay outline. I will put out a variety outlines in class.

Submit your process to me as it’s finished (or show me in class).

Peer Editing Sheet: Persuasive Essay

Peer Editing Sheet: Narrative Essay

Peer Editing Sheet: Argumentative Essay

 

 

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Monday, April 18, 2016

Learning Goals

By the end of this activity you will be able to:

  • use a variety of strategies to explore and expand your vocabulary,
  • choose various methods for receiving feedback on your writing;
  • revise your writing for clarity, voice, and logic.

Today, you will begin to prepare for the assigning yourself a mid-term mark.

  1. Assess your vocabulary knowledge by answering 30 questions in Quizlet. Take a screenshot of your score and post it to Sesame.
  2. Update your personal vocabulary page with words from your novel and/or the media lessons.
  3. Writing Process Assignment

If you complete today’s work, you can finish Unit 2: Investigating the Media Activity 2 assignments

  • graphic organizer analyzing the Amanda Lang conflict of interest story;
  • blog post summarizing the most interesting conclusions you can draw about the way the story was covered differently by different news media.