Course Profile The Writer’s Craft (EWC4C), Grade 12, College Preparation, Public
Unit 2: Reading Inspirations
Time: 20 hours
Activity
2.1 | Activity 2.2 | Activity 2.3 | Activity 2.4
Unit Description
By reading about one
writer’s works and life, students discover the writer’s personal sources of
inspiration. Sharing these discoveries through presentations provides the class
with exposure to a wide variety of writer’s works, lives, styles, and sources
of inspiration. Students then identify and reflect upon their own sources of
inspiration for writing. Students select one, or possibly two, pieces of
writing drafted during this unit to refine and polish for summative evaluation.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
2.1 |
5 hours |
IWV.02, IW1.01,
IW2.01, IW2.02, IW2.03 |
Thinking/ Inquiry
Communication Application |
Each student
researches the life of one writer. Students maintain notes about their chosen
author. Students prepare a
brief presentation highlighting key events in the writer’s life. |
|
2.2 |
8.75 hours |
PWV.01, PW1.04,
IW2.02, IWV.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Students use the
knowledge gained in the previous activity to analyse one work by their chosen
author. Students write a
short article for young writers explaining the influences that shaped the
writer’s work. |
|
2.3 |
5 hours |
PWV.01, PW1.02,
PW1.03, PW1.04, PW2.01, IWV.02 |
Thinking/ Inquiry
Communication Application |
Students reflect
on the influences which shape their own writing in an interview with a
classmate. Students write a
short speech, profile, written interview, or eulogy outlining the influences
that shaped their partner’s life as a writer. |
|
2.4 |
1.25 hours |
PW1.01, PW1.05,
PW2.01 |
Thinking/ Inquiry
Communication |
Students create a
writing piece of their choice based on a personal inspiration. Students provide
an explanation of the relationship between their latest work and the
inspiration that shaped this work. |
Time: 5 hours
In this activity, students consider the role of the writer and explore
writers’ inspirations. They develop an understanding of how various writers
practise the craft of writing and how writers think, create, and form ideas
using language. Students are first introduced to writers’ views about writing
through a series of quotations and an article or short video clip. Then,
students select one writer and research the writer’s life and major
accomplishments. Students maintain summary notes as they conduct their research
and prepare a brief presentation highlighting key events of the writer’s life.
These summary notes will be used in future activities.
Strand(s): Investigating the Writer’s Craft
Learning
Expectations
IWV.02 - demonstrate
an understanding of how various writers think about and practise the craft of
writing;
IW1.01 - analyse a
variety of models of effective writing, including children’s literature, poems,
stories, excerpts from plays and novels, reports, articles, advertising copy,
media scripts, news stories and personal articles;
IW2.01 - summarize
interviews with and articles by a variety of writers about the craft and
practice of writing to increase knowledge of the techniques, skills, and
processes of writing;
IW2.02 - analyse
selected works and articles by writers from around the world to compare their
practices and beliefs about writing;
IW2.03 - conduct
research to learn about a variety of careers in writing and communications and
the skills needed to pursue them.
·
Writing summary
notes
·
Using the
library/resource centre and the Internet when conducting research
·
Locating and
using print resources, e.g., encyclopedias, biographical resources, magazine
articles
·
Documenting
sources appropriately to avoid plagiarism
·
The teacher
should locate and copy several quotations related to writing. Some students may
need guided questions specific to the quotation to help them to analyse and
discuss the significance of the quotation. Before students respond to the
quotations, they should also be instructed that they will be asked to share
what they write. Similarly, when in groups, students should be told that all
ideas are acceptable.
·
The teacher
should preview the video or article about an author to lead the class through
the creation of an outline. It is suggested that the video or article be
relatively short so that both the viewing/reading and creation of an outline
can be completed in one class.
·
Book computers
for Internet research or the library for periodical research purposes. A cart
of available resources may aid students in focusing their research and,
depending on the nature and size of the class, the teacher may wish to prepare
information files on authors in advance.
·
The teacher may
wish to create a summary note outline for students to use while researching.
·
Consult the
library staff to prepare a list of possible author choices.
1. The teacher presents to the class a variety
(5 - 6) of individual quotations by writers about writing. Students choose one
of the quotations and write a response to the quotation in their writer’s
diaries.
2. The teacher then divides the class into small
groups based upon the students’ choices of quotations. In these small groups,
students discuss their responses to the questions. They interpret the quote and
provide an example that relates to the quotation. Students record new ideas
from this group discussion. As a group, students create five meaningful
statements about the quotation. Each group describes informally to the rest of
the class their discussion about the quotation.
3. The teacher assigns a short article or
presents a video about an author to the students. After viewing or reading, the
teacher leads the class through the creation of an outline or summary of the
key points. This will form the basis of a model for students to apply to their
individual research in Strategy 5.
4. Students research biographical information
about an author using library resources, class reference materials, the
Internet, or any combination of these. They organize the information under the
following headings: birth, death (if applicable), literary works, famous
quotes, key life events, and major influences. The teacher assesses students’
summary notes with their sources cited. These notes will also be used in
Activity 2.2.
5. Students present their author information to
the class. The teacher evaluates the students using a checklist during the
presentation (Appendix 2.1.1).
|
Task |
Tool |
Achievement Chart Categories |
|
Summary Notes |
Anecdotal Feedback |
Knowledge/Understanding
Thinking/Inquiry |
|
Presentation on
Author’s Life |
Checklist
(Appendix 2.1.1) |
Knowledge/Understanding
Thinking/Inquiry |
· Provide guided questions during discussion of quotations.
· Provide biographical resource materials at varying reading levels.
· Provide information organizers for students identified as having difficulties with organization to help them conduct their research.
King,
Stephen. On Writing: A Memoir of the Craft. Toronto: Pocket Books, 2000.
ISBN 0-671-02425-6
Rawson, Hugh
and Margaret Miner. The New International Dictionary of Quotations. New
York: E. P. Dutton, 1986. ISBN 0-525-24436-0
Wiener,
Harvey S. and Nora Eisenberg. Great Writing: A reader for writers.
Toronto: McGraw-Hill Book Company, 1987. ISBN 0-07-070167-9
A&E
Biography – http://www.aande.com/class/
Bartleby’s
Daily Quotations and Biographies – http://www.bartleby.com
Life and
Times – http://www.tv.cbc.ca/lifeandtimes
Oprah’s Book
Club – http://www.oprah.com/obc/writers/obc_writers_create.jhtml
This site has quotations from over 40 best selling authors on their views on
various aspects of writing.
Quotations Search Page –
http://www.quotationspage.com/
Writer’s
Union of Canada – http://www.writersunion.ca/
This site has many links to authors’ home pages including interviews with the
writers and their views on writing.
Appendix 2.1.1 –
Oral Presentation Checklist
Time: 8.75
hours
Students select a
work or excerpts from a work written by the author they read about in Activity
2.1. They read this work and note any events, characters, details, or concepts
that may have been inspired by events in the writer’s life. From these notes,
students prepare an article for a magazine geared to young writers explaining
how the author’s writing is shaped by his or her experiences, social
conditions, and time period. From this, students may discover that writing
about their own life can provide significant insights into their society and
world. This activity provides the opportunity to practise summary skills,
analyse writing, take research notes, and learn about the careers of famous
writers.
Strand(s): Practising the Writer’s Craft, Investigating the Writer’s
Craft
Learning
Expectations
PWV.01 - produce
informational and literary writing for a variety of purposes and audiences,
independently and collaboratively, with an emphasis on developing substantial
content and using appropriate forms, techniques, vocabulary, voice, and style;
PW1.04 - produce written work for various purposes and audiences in a variety of forms, including children’s literature, poems, novels, stories, plays, reports, articles, advertising copy, media scripts, news stories, personal essays, and opinion pieces;
IWV.02 - demonstrate
and understanding of how various writers think about and practise the craft of
writing;
IW2.02 - analyse
selected works and articles by writers from around the world to compare their
practices and beliefs about writing.
·
Awareness of the
types of social, political, personal and professional factors that may
influence an author’s writing
·
Familiarity with
a variety of forms of expository writing
·
Ability to select
and use appropriate organizational patterns to structure written work
·
Experience with
classifying and organizing information and ideas to suit specific forms and
purposes for writing
·
Before beginning
this activity, ensure the availability of works by the authors researched in
Activity 2.1.
·
Have the students
begin reading the selected work during Activity 2.1 to allow students more time
to read and reflect upon their selection.
·
Find an article
or essay on the relationship between a writer’s life and his or her work to be
used as a model for the class. Many articles, book prefaces, and even
interviews have chronicled this; some suggested resources are provided in the
subtask reference list.
·
Book computers so
that students can prepare their articles on the computers.
·
As an extension
to this activity, the class could compile articles into a class resource book
on writer’s lives and works.
1. Individually, students brainstorm a list of
factors that might influence a writer’s work. Students share their ideas with a
partner and/or with the class as a whole.
2. Using the sample article on the writer’s life
and works, the teacher reviews the structure, style, and mechanics of an
article.
3. Students use both class and personal time to
read one work by their selected author and take notes on details, events, and
situations which may relate to the author’s life as noted in Activity 2.1.
4. Students draft an article for a magazine for
young writers explaining how this author’s writing is shaped and formed by his
or her experiences, social context, and time period.
5. Students share their responses in small
groups to seek feedback and suggestions for improvements. Students make notes
in their writer’s diary on the changes to be made to the article based on their
own reflection and on the group’s feedback.
6. Students may edit and revise the article for
submission as a summative piece for this unit.
|
Task |
Tool |
Achievement Chart Categories |
|
Notes on
Connections Between Writer’s Work and Life |
Anecdotal Comments |
Knowledge/Understanding
Thinking/Inquiry |
|
Small Group
Feedback |
Class Observation |
Communication |
|
Writer’s Diary
Reflection |
Anecdotal Comments |
Knowledge/Understanding
Application |
|
Writer’s Life and
Work Article |
Feedback Form |
Knowledge/Understanding
Thinking/Inquiry |
·
Providing access
to voice-activated software may be of assistance to students who require
support when writing.
Atwood,
Margaret. Negotiating with the Dead. Cambridge: Cambridge University
Press, 2002.
ISBN 0521662605
Gardner,
John. The Art of Fiction: notes on craft for young writers, 2nd ed. New
York, Toronto: Random House, 1991. ISBN 0679734031
King,
Stephen. On Writing: a memoir of the craft. New York: Pocket Books,
2000. ISBN 0671024256
Mallon,
Thomas. In Fact: Essays on Writers and Writing. New York: Pantheon,
2001. ISBN 0375409165
New York Times. Writers
on Writing: Collected Essays from The New York Times. New York: Times
Books, 2001. ISBN 0805067418
Appendix 2.2.1 –
Writer’s Work Article Feedback Form
Appendix 2.2.2 –
Article Rubric
Time: 5 hours
This activity
provides the opportunity for students to use their study of one particular
writer’s work and life to reflect upon their own personal experiences and
development as a writer. Students examine the events in their own lives that
have influenced how they think and write. Students interview their partner
about their life as a writer. Students write one of the following: a profile, a
written interview, an introductory speech, or a eulogy based on their partner’s
life.
Strand(s): Practising the Writer’s Craft, Investigating the Writer’s
Craft
Learning
Expectations
PWV.01 - produce informational
and literary writing for a variety of purposes and audiences, independently and
collaboratively, with an emphasis on developing substantial content and using
appropriate forms, techniques, vocabulary, voice, and style;
PW1.02 - use
information and ideas generated from research, discussion, reading and viewing,
and explanatory writing to develop the content of written work;
PW1.03 - construct
the content of written work by reviewing what is already known, posing inquiry
questions, analysing and interpreting information, imagining possibilities, and
testing arguments, theses and thesis statements;
PW2.01 - explain
creative choices made in producing their written work (e.g., the choice of
content, form, techniques, vocabulary, voice and style to suit purposes and
audiences);
PW1.04 - produce written work for various purposes and audiences in a variety of forms, including children’s literature, poems, novels, stories, plays, reports, articles, advertising copy, media scripts, news stories, personal essays, and opinion pieces;
IWV.02 - demonstrate
an understanding of how various writers think about and practise the craft of
writing.
·
Familiarity with
the style and format of biographical writing
·
Ability to use
information and ideas from prior knowledge and research to develop the content
for writing
·
This activity
challenges students to think about the influences that have shaped their lives
to this point as writers. Teachers should establish clear parameters for students’
sharing of individual stories with the class.
·
Teachers may wish
to select specific experiences from their own lives as writers to share in
order to generate discussion during the brainstorming and reflection components
of this activity.
1. In small groups, students draw on their
learning and reading in Activities 2.1 and 2.2 to brainstorm a list of possible
factors that might influence a writer’s work. The groups share and discuss
these ideas as a whole class. As an extension, the teacher may have the class
categorize the factors that are most influential at various phases in a
writer’s life, e.g., early childhood, adolescence, early adulthood. Some
factors may span all of the different phases.
2. Individually, students write the following
headings on a piece of paper: 0-5 years, 6-10 years, 11-15 years, 15 years to
present. Under each heading, students list people, things or events that were
important at each of these times in their lives. Examples might include: family
members, childhood friends, teachers, pets, television shows, a favourite
hiding place, a cherished toy or belonging, family trips, sports teams, family
celebrations, etc. Students share ONE item from each category with a partner.
This selection of one item per age group allows students some privacy and
discretion in what they share.
3. Students reflect individually on the
following five questions in their writer’s diary:
a) What kind of reading do I enjoy most? Why?
b) What do I write about most often? Why?
c) What kind(s)/style(s) of writing do I like to write most? Why?
d) Who has inspired or influenced my writing, e.g., teachers, writers, family? How?
e) Imagine that you have been working as a writer for several years; describe your most popular work.
4. Show three or four short interview clips of
writers talking about their work. Students analyse the effectiveness of the
interviews using the Interview Assessment Form (Appendix 2.3.1) and discuss
their observations in small groups. Students then develop a list of criteria
for a successful interview collaboratively with their group.
5. Students imagine that they have just won a
major writing award such as the Nobel prize, The YTV Young Achievement Award,
the Legion writing contest, or the Marion Drysdale Award. In partners, students
use the reflection questions to interview each other about their life and
writing. Students must make reference to at least two real-life events from
their own life in the interview.
6. Students use the interview with their partner
as the basis for one of the following pieces about their partner: an
introductory speech at an award ceremony, a written interview in question and
answer format, a writer’s profile, a eulogy following a tragic death.
|
Task |
Tool |
Achievement Chart Categories |
|
Interview Analysis
Form Completed |
Anecdotal comments |
Knowledge/Understanding
Thinking/Inquiry |
|
Biographical
Writing |
Rubric |
Knowledge/Understanding
Thinking/Inquiry |
·
Provide students
with a list of possible interview questions to help structure the conversation
during the partner interviews.
·
Students could
prepare their interviews orally or on videotape instead of a written
assignment.
·
Suggest to some
students, or the entire class, to summarize the interview in article format to
reinforce the writing form from Activity 2.2.
A&E
Biography – http://www.aande.com/class/
A&E has both interviews with authors online and video interviews with
writers available for purchase.
Cable in the
Classroom – http://www.cableeducation.ca
The Cable in the Classroom series regularly includes programs related to
writing, author interviews, and new book releases. The website lists upcoming
programs which are all available for videotaping free of charge. Some programs
can also be viewed directly on screen.
Canadian
Authors Association – http://canauthors.org/
CBC
ArtsCanada – http://www.artscanada.cbc.ca/
CBC Life and Times – http://www.tv.cbc.ca/lifeandtimes
The Life and Times video series chronicles the life and times of famous
Canadians including such prominent writers as: Farley Mowat, Robertson Davies,
Robert Munsch, L.M. Montgomery, Mordecai Richler and W.O. Mitchell. Videos can
be ordered directly from the CBC Life and Times web link above.
Appendix 2.3.1 –
Interview Assessment Form
Time: 1.25
hours
Students write a
reflective piece, for example, a poem, short story, or letter, explaining how
one person has inspired them. Professional writers often have to think
creatively while working toward a tight deadline. In this activity, students
develop the draft for this reflective piece within the limited time frame of a
single class. Students then reflect upon the writing of this piece in a
student-teacher conference.
Strand(s): Practising the Writer’s Craft
Learning
Expectations
PW1.01 - write
regularly for various purposes, including to explore ideas, feelings, and
experiences; incorporate interesting works and phrases; respond to the writing
of others; assess their own writing; experiment with different choices of
vocabulary, phrasing, sentence patterns, imagery, and style; and discuss writing
with peers;
PW1.05 - organize
information and ideas appropriately to suit the form, purpose for writing, and
intended audience;
PW2.01 - explain
creative choices in producing their written work.
·
Understanding of
characteristics of expressive forms of writing such as poetry, stories,
letters, and reflective journals
·
Ability to select
and use appropriate forms to produce written work for specific audiences and
purposes
·
Familiarity with
the format of teacher-student writing conferences and the types of advanced
preparation that help to make these conferences meaningful and productive
·
The teacher as
writer is an important component of a writer’s craft course. This activity
provides an excellent opportunity for the teacher to share his or her own
writing with the class.
·
This piece of
writing, that is created in a limited time frame, may provide an excellent
opportunity for students to complete a draft and then to leave it to germinate
for an extended piece of time. Students might be encouraged to return to this
piece for further revision and editing as part of their culminating portfolio
for the course.
·
Make copies of
Appendix 2.4.1
1. As an introduction to this personal writing
activity, the teacher may wish to read a piece of his/her own writing, or that
of a published author, about a person who has been an inspiration.
Alternatively, the teacher may choose to show a short clip of a video that
highlights the theme of inspiration.
2. Students should be provided with the Personal
Inspirations Conference form (Appendix 2.4.1). Explain to students that they
will have the opportunity to discuss their work with the teacher at a later
date. Providing the form in advance of the writing may remind students of some
of the factors which need to be considered, such as purpose and audience, when
making choices in their writing.
3. Students will spend 45-60 minutes responding
in their writer’s diaries to the prompt, “Someone who has inspired me….” The
teacher may wish to remind students that we are often inspired, or compelled to
action, by both positive and negative experiences in our lives. The prompt,
style, and format for the pieces should be intentionally left open-ended so
that students may select a form, audience, and style that is most appropriate
for the content and purpose for their piece.
4. Students arrange individual times for a
conference with the teacher during a subsequent class to discuss the creative
and technical choices that shaped this piece.
|
Task |
Tool |
Achievement Chart Categories |
|
Student-Teacher
Conference |
Anecdotal
Observations |
Thinking/Inquiry |
|
Writer’s Diary
Reflection |
Anecdotal Comments |
Knowledge/Understanding
Thinking/Inquiry |
·
Some students may
find it challenging to write within a limited time frame. The teacher may wish
to extend the time allowed for this activity to meet the needs of students who
require extra time for planning and drafting their work.
·
The teacher may
wish to select a single form, or a limited number of possible forms, with
sample pieces for students who require support and structure when creating
drafts of written work.
Canfield,
Jack, Mark Hansen, and Barry Spilchuk. A Cup of Chicken Soup for the Soul.
Deerfield Beach, FLA: Heath Communications Inc., 1996. ISBN 1-55874-421-5
Herek,
Stephen (dir). Mr. Holland’s Opus. Columbia TriStar Home Video, 1996.
Leder, Mimi
(dir). Pay it Forward. Warner Bros, 2000.
Van Sant,
Gus (dir). Finding Forrester. Columbia TriStar Home Video, 2000.
Zemekis, Robert
(dir). Forrest Gump. Paramount Pictures, 1994.
Appendix 2.4.1 –
Personal Inspirations Conference Form
|
Criteria |
Yes |
No |
Feedback |
|
Knowledge/Understanding q Summarizes
content about the author’s writing and life q Content
is accurate, relevant, and complete q Meets
the content requirements of the assignment |
|
|
|
|
Thinking/Inquiry q analyses
and explains the connection between the writer’s life and his or her writing q formulates
a conclusion based on research |
|
|
|
|
Communication q uses
appropriate language and tone for presentation q organizes
and presents information logically |
|
|
|
|
Application q speaks
clearly q employs
visual aids and technology effectively |
|
|
|
|
Category |
Feedback |
|
Knowledge/Understanding ·
Accurate
details, events, and facts from the auto/biography and the author’s work are
selected to support the main claim of the article. ·
The article
follows the conventions for articles including an interesting lead; a clear
main claim; supporting details which include quotations, events, etc.; and an
insightful summary. |
|
|
Thinking/Inquiry ·
Careful
selection of details, facts, events, and quotations demonstrate a high to
very high understanding of the writer’s techniques, vocabulary, voice, and
style. ·
Significant
events, details, and facts about the writer’s life support the main claim of
the article to a high or very high degree. |
|
|
Communication ·
Choice of
techniques, vocabulary, voice and style suit the identified audience to a
high or very high degree. |
|
|
Application ·
The writing
follows the writing conventions for standard English. ·
The writing
process is used effectively to a high or very high degree. |
|
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Knowledge of
article format, e.g., lead; a clear main claim; supporting details which include
quotations, events, etc.; and an insightful summary PWV.01 Understanding of
relationships among facts, ideas, concepts, and themes PWV.01 |
- demonstrates a
limited understanding of article format - demonstrates
limited understanding of the ways in which writers think as they practise
their craft |
- demonstrates
some understanding of article format - demonstrates
some understanding of the ways in which writers think as they practise their
craft |
- demonstrates a
considerable understanding of article format - demonstrates a
clear understanding of the ways in which writers think as they practise their
craft |
- demonstrates a
thorough and perceptive understanding of article format - demonstrates a
critical and insightful understanding of the ways in which writers think as
they practise their craft |
|
Thinking/
Inquiry Critical and
creative thinking skills IW2.02 Understanding
writers’ beliefs |
-selects and
develops article content that reflects a limited understanding of the impact
of a writer’s life on his or her work |
-selects and
develops article content that reflects some understanding of the impact of a
writer’s life on his or her work |
-selects and
develops article content that reflects a strong understanding of the impact
of a writer’s life on his or her work |
-selects and
develops article content that reflects an insightful understanding of the
impact of a writer’s life on his or her work |
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|||
|
Communication Communication for
different audiences and purposes PWV.01 Use of various
forms |
- uses style,
vocabulary, and tone appropriate for target audience with limited
effectiveness - demonstrates a
limited command of the techniques and format of article writing |
- uses style,
vocabulary, and tone appropriate for a target audience with some
effectiveness - demonstrates
some command of the techniques and format of article writing |
- uses style,
vocabulary, and tone appropriate for target audience with considerable
effectiveness - demonstrates
considerable command of the techniques and format of article writing |
- uses style,
vocabulary, and tone appropriate for target audience with a high degree of
effectiveness - demonstrates
extensive command of the techniques and format of article writing |
|||
|
Application Thinking/Inquiry IWV.02 |
- makes
connections between central ideas and themes with limited effectiveness |
- makes
connections between central ideas and themes with some effectiveness |
- makes
connections between central ideas and themes with considerable effectiveness |
- makes
connections between central ideas and themes with high degree effectiveness |
|||
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
|
Points to Ponder |
Clip 1 |
Clip 2 |
Clip 3 |
|
How did the
interview begin? |
|
|
|
|
How did the
interviewer engage the audience’s interest? |
|
|
|
|
What unique or
intriguing questions did the interviewer ask? |
|
|
|
|
What information
shared by the writer was particularly interesting? |
|
|
|
|
What was your
overall impression of the interview clip? |
|
|
|
|
What might you
have done differently if you were the interviewer? |
|
|
|
This conference will
provide you with the opportunity to discuss the various choices that you made
in the creation of this piece and to analyse your strengths and personal style
as a writer. Take a few minutes to consider each of the questions below before
your student-teacher conference.
1. Explain the significance of the person about
whom you chose to write.
2. What was your purpose for writing this piece?
Who was your intended audience?
How is this purpose and audience reflected in the style, tone, form, and
content of your piece?
3. What revisions would you make to this piece
if you were going to develop it further?
4. Select one person with whom you would share
this writing. Explain your choice.
5. What did you learn about yourself as a writer
during this writing activity?
How can you use this knowledge in your future writing?
Overview | Course Profiles Main
Menu