English Language Sharing Session for Parents. Writing Component

Transcription

1 English Language Sharing Session for Parents Writing Component

2 Assessment Objectives (Paper 1 Writing) Source: Singapore Examinations and Assessment Branch Candidates will be assessed on their ability to: AO 1: write to suit purpose, audience and context in a way that is clear and effective AO 2: use appropriate register and tone in a variety of texts

3 Assessment Objectives (Paper 1 Writing) Source: Singapore Examinations and Assessment Branch AO 3: generate and select relevant ideas, organising and expressing them in a coherent and cohesive manner AO 4: use correct grammar, spelling and punctuation AO 5: use a variety of vocabulary appropriately, with clarity and precision

4 Paper 1 (Writing) Writing (55 marks) Part 1 Situational Writing Part 2 Continuous Writing 15 marks 40 marks

5 Situational Writing Part 1 (Situational Writing) Candidates will be required to write a short functional piece (e.g. letter, , report) to suit the purpose, audience and context of a given situation.

6 Situational Writing Total of 15 marks Task Fulfillment 6 marks Response shows a very good understanding and clear awareness of the purpose, audience and context All the key information is provided LANGUAGE and ORGANISATION 9 marks Accurate language with hardly any errors in grammar, expression, spelling and punctuation. Ideas and facts are well-linked and sequences such that the information presented is very clear.

7 Situational Writing Purpose (WHY is the message written?) Every writer writes a message for an aim or a purpose. Is the writer writing to complain, to express his/her gratitude, to inform, to suggest or to appeal? Identify the purpose of your message before you start doing your task.

8 Situational Writing Audience (WHO receives the message?) The audience or the recipient is the person or persons receiving the message. Depend on whom the writer intends to write to. Is he/she writing to a friend, a relative, a principal, the police, the manager of a company or the residents of a neighbourhood?

9 Situational Writing Context (WHAT tone and register to use? How is language used?) Context refers to the situation for the writing and whether it needs to be written in a formal or informal register. Language register is the level and style of your writing. It should be appropriate for the situation you are in.

10 SITUATIONAL WRITING HANDBOOK SITUATIONAL WRITING 2018.docx Steps before attempting an SW task

11 Let s Try! 1. Refer to Handout English Language Sharing Session 2018 (Paper 1 Writing) 2. Look at Part 1 (Situational Writing) 3. Identify the PAC (Purpose, Audience and Context) in the task box 4. Number ALL the key information needed

12 Pupils Area for Improvement (SW) Purpose is not clearly stated in the introductory paragraph. Abrupt ending no proper closing paragraph to end the letter/ smoothly and politely. Did not write in paragraphs ( 1 paragraph only) Incoherent writing lack of linking words/ phrases which results in choppy paragraph

13 Pupil s Work (Non-Example)

14 Pupil s Work (Good Example)

15 Continuous Writing Part 2 (Continuous Writing) Candidates will be required to write a composition of at least 150 words in continuous prose on a given topic. Three pictures will be provided on the topic offering different angles of interpretation. Candidates may also come up with their own interpretation of the topic.

16 Continuous Writing Total of 40 marks Content 20 Marks Language 20 Marks Relevancy of Ideas Interest value and development of composition Accuracy of language (grammar, expression, spelling and punctuation) Appropriate use of vocabulary Sequencing, paragraphing and linking of ideas and facts.

17 Continuous Writing CONTENT Relevancy of ideas Topic Pupils are required to address the topic given. Picture(s) Besides addressing the given topic, pupils composition should be based on one OR more of the given pictures.

18 Interest value and development of composition Interest value relates to pupils ability to engage the reader effectively. Writing vividly using apt words and phrases Lively and convincing piece to create an impact on reader by paying close attention to details, making comparisons, using dialogue and varying sentence structures

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20 STORY 1 Mr. Ocax swooped down, killed Ragweed, and swallowed him whole.

21 STORY 2 Just then, Mr. Ocax pulled his wings close to his body and plunged. In an instant he was right above and behind the two mice. Once there, he threw out his wings - to brake his speed; pulled back his head - to protect his eyes; and thrust his claws forward and wide like grappling hooks - to pounce. It was Poppy who saw him. Ragweed! she shrieked in terror as she hurled herself back undercover. It is Ocax.

22 STORY 2 (Continuation) But the owl was already upon them. Down came his right claw. It scratched the tip of Poppy s nose. Down came his left claw. It was more successful, clamping around Ragweed s head and neck like a vise of needles, killing him instantly. The next moment the owl soared back into the air. A lifeless Ragweed hung from a claw. As for the hazelnut, it fell to the earth like a cold stone. Poppy knew the worst had happened.

23 Which story s main event do you prefer? Why?

24 What features do you see in Story 2 s main event?

25 Two main ingredients to cook up a main event: 1) Show, Don t Tell (Feelings) / Snapshots 1) S.T.E.A.L (Characterisation) Speech (Dialogue) Thoughts Effect on others Action Looks

26 Effective Writing Strategies Show, Don t Tell (Feelings) In movies, they can't TELL you everything. Everything is visual, thus, shown. How do you know someone is upset, angry, happy, sad, frustrated, etc.?

27 Effective Writing Strategies Show, Don t Tell (Feelings) Telling: The girls were excited. Showing: Giggles and screams filled the arena. Their soft curls were now damp with perspiration in anticipation of the event. They held tight to each other in a mock effort to contain themselves. Their arms flailed upward, and voices echoed in varying tones. The moment was here.

28 Effective Writing Strategies Show, Don t Tell (Feelings) Telling: She was too nervous to speak. Showing: She wrung her hands and tugged at the hem of her blouse. No, I I didn t she muttered as she avoided his steady gaze. Her heart was palpitating wildly and she was totally flustered.

29 Effective Writing Strategies Show, Don t Tell (Feelings) Telling: My angry teacher stared at me. Showing: Madam Suharti stopped short in front of my desk. She leant forward and glared at me with bulging eyes. Baring her teeth in an ugly snarl, she hissed, Where is your book? Did you forget again? If looks could kill, I would have withered there and then.

30 How do we show and not tell? There are many ways!

31 Use precise nouns Get specific! car Jeep Wrangler dog Siberian husky mountain Mount Everest school Memorial School Teacher Mdm Suharti

32 Use Vivid Verbs Be precise! saw: scanned, peered, glanced, gazed, spied. ate: devoured, chomped, gnawed, gobbled said: squeaked, babbled, mumbled, snapped

33 Use Awesome Adjectives Get creative! steaming chili teeth-chattering morning elated student sapphire dress thirst-quenching Diet Pepsi

34 Show, Don t Tell Use your five senses along with apt vocabulary to paint a picture for your reader. You want your reader to feel like they were there experiencing what you are writing about!

35 Characterisation - S.T.E.A.L There are 5 ways an author can communicate information about a character using characterization.

36 STEAL METHOD We can use the S.T.E.A.L. Method to analyse the characters! S.T.E.A.L stands for Speech Thought shots Effects on others Actions Looks

37 Speech What does the character say? How does the character speak? Example: Hey, we can have lots of fun at camp this summer! I love being outside!

38 Thought shots What is revealed through the character s thoughts and feelings? Example: I wish it would stop raining. I am tired of sitting inside!

39 Effect on Others What is revealed through the character s effect on other people? How do other characters feel or behave in reaction to the other character? Example: The boy glared at his sister as she ate his dessert.

40 Action What does the character do? How does the character behave? Example: The girl rode the lawn mower through the house and into the garage, while doing a handstand!

41 Looks What does the character look like? Facial expression Example: The little girl left the game with slumped shoulders and a frown on her face.

42 Pupils Area for Improvement (CW) Ideas are developed minimally Ideas are merely a listing of events (Telling sentences) Run-on sentences - an ungrammatical construction in which two or more independent clauses are improperly joined without a conjunction or appropriate punctuation

43 Pupils Area for Improvement (CW) Inconsistency in tenses Lack of variation of sentence structures Mundane vocabulary

44 Model Compositions (P6) 1)A Secret 2)Being Considerate

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