Module teaching and integrating language skills lesson 1

Download 14,04 Mb. bet 132/489 Sana 04.02.2022 Hajmi 14,04 Mb. #431057

Bog'liq
CHTOIK 3 kurs янги 2019 yangi majmua

Narrative or Imaginative	• to entertain • to amuse • to shock • to make reader think about ideas or issues in new and different ways • to provoke • to move readers emotionally • to stimulate thoughts and feelings
• short stories • scripts: radio, film and play • interviews • exchange of letters • diary entries • journal entries • poetry • monologues • dialogue • fables

Have we chosen a form appropriate to our purpose? Have we adopted the appropriate conventions and stylistic features of the form?
Compared to speaking, written communication cannot rely on face-to face contact between a speaker and a listener. We are strongly encouraged to avoid producing written texts for all our pieces that resemble (and/or read like) "essays". We should carefully consider the many and different forms we could adopt to produce our texts. The emphasis is on a variety of forms.
Let’s consider the range of forms for the creation of our texts:

• 
  media texts (i.e. editorials, letters to the editor, opinion articles, feature articles, interviews, etc.)
  
• 
  submissions
  
• 
  analytical essay
  
• 
  reflective essays
  
• 
  news reports
  
• 
  research texts
  
• 
  speech (transcript)
  
• 
  short story
  
• 
  graphic short story/novel
  
• 
  diary and journal entries
  
• 
  film script
  
• 
  radio play
  
• 
  play script
  
• 
  script for short film documentary
  
• 
  exchange of letters
  
• 
  fables
  
• 
  monologue
  
• 
  dialogue
  
• 
  brochure
  

We could consider a combination of forms. For example, for a short story, the overall meaning of our story could be achieved by the combined effect of different texts within it, such as letters or emails, newspaper reports, talk-back radio program, transcript of an interview, etc.
We could also consider creating a character or situation (or both) told from the point of view of different characters.
No form of writing is prescriptive to any style. Persuasive and expository texts can be presented in an imaginary style such as a dialogue between two or more people / characters, short stories, fables, etc.
We consider adopting a persona. For any issue, there are a number of parties involved and all will have a perspective on the debate. Our role could influence, even determine, the position we take.
Audience
Have we addressed a specific audience?
Always ask ourselves: For whom am I writing? We know our reader. This attunes us to the need to adapt writing to our audience, which enlivens our writing. Therefore, the most effective writing takes into account the nature of the audience that the writer is addressing. When we are deciding on the audience we should try to think of specific characteristics. We consider their age, sex, economic background, cultural or ethnic background, level of education, and their political, social and moral beliefs. We could also consider their literary tastes, their previous personal experiences and issues which will be of interest to them.
Language
Have we chosen language suited to our purpose and audience? Any effective written text has its language well matched to its form, audience and purpose.
Language is how our ideas are communicated. It includes such conventions as style, 'voice' and 'stance', tone, vocabulary, specialised or technical vocabulary, variation of sentences, punctuation, tenses, imagery, metaphor, symbols, dialogue, persuasive strategies, and so on.
In general, style and tone should be consistent throughout, although a shift in tone can be effective in generating a sense of closure in a persuasive text or in a story or play scene. An editorial needs a formal style and mostly serious tone; we have much more freedom in our language use in an imaginative text, but consistency is still the key. Imagery is a key element of language use in short stories and poetry.
Our specified audience will in most cases be a broad cross-section of society. This means our language needs to be accessible and interesting for a range of readers. We avoid specialised or technical language; and we avoid slang or offensive language. We think about the context we are writing for: would our text be rejected by the publication's editors on the grounds that it is has inappropriate language?
Some colloquial language might be appropriate in dialogue for certain created characters, but we keep this to a minimum — it will limit the complexity of our ideas and overall discussion.
Our purpose is why we are writing: what impact do we want our piece to have on the reader? To make them see that an issue is not just black-and-white but has many shades of grey? To make them laugh? To make them agree with you? We shall be clear about this purpose in our own mind since it will give our writing greater coherence and effectiveness.
Context
Our context is simply explaining the reasons for our writing or the inspiration for our ideas. For example, angered by the unfair trial of … we felt motivated to write about the injustice of the law system). Since we are drawing on ideas and arguments from the text and possibly supplementary texts, our context might be that we were intrigued by the imagery Sophocles uses to describe injustice and this has inspired us to devise our own metaphor(s) for what injustice is.


Activity 1. Answer the questions:
1. What is called the process of generating potential topics for writing or generating ideas that you might use in your paper?
a) Revising/Editing b) Drafting c) Outlining d) Brainstorming
2. When you have generated ideas and details for your paper, you must organize them so that you know which order you will write about them in your paper. What is this process known as?
a) Brainstorming b) Outlining c) Revising/editing d)Drafting
3. What is the part of the writing process in which you actually write the paper for the first time is known as?
a) Drafting b) Brainstorming c) Outlining d) Revising/Editing
Activity 2. Do the following tasks.
a) Find different forms of writing from newspapers, magazines and journals. Look for the following articles:
• interviews
• reviews
• investigative reports
• features
• editorials
• opinions
• comment and debate
• letters to editor
• speeches
Identify and record:
• the publication and date
• the dominant purpose (persuasive, expository or imaginative) of each text
• intended audience
Annotate extract and create a style guide of at least 5 bullet points of features for each text type.
b) You must collect and read extracts of each of the following text forms and stick each into your folder:
• play script
• radio script
• diary entries
• journal entries
• short stories
Identify and record:
• the publication and date
• the dominant purpose (persuasive, expository or imaginative) of each text
• intended audience
Annotate extract and create a style guide of at least 5 bullet points of features for each text type.
c) Online Texts. You must collect and read an example of:
• Personal reflective blog
• Comment and feedback discussion board
Identify and record:
• the publication and date
• the dominant purpose (persuasive, expository or imaginative) of each text
• intended audience
Literature
1.R. Tanner & C. Green. Tasks for Teacher Education.
2. Jeremy Harmer. How to teach English.

Download 14,04 Mb.

Do'stlaringiz bilan baham: