A presentation on how to teach students to write effectively for VCE English Creating and Presenting

1. How To Teach Students To
Write Effectively For Creating
and Presenting

2. The program
• The new course
• Teaching a creating and presenting unit
• Expository essays
• Other types of expository writing
• Creative responses

3. Unit 1&2 Currently Unit 1&2 2016
Unit 1:
1. Reading and responding
2. Creating and presenting
3. Using language to persuade
(Analysis)
Unit 2:
1. Reading and responding
2. Creating and presenting
3. Using language to persuade
(POV + Analysis)
Unit 1:
1. Reading and creating texts -
students respond analytically and
creatively to texts (two)
2.Analysing and presenting
arguments
Unit 2:
1. Reading and comparing texts -
students compare the
presentation of ideas, themes
and issues in two texts
2.Analysing and presenting
argument

5. Unit 3&4 Currently Unit 3&4 2017
Unit 3:
1. Reading and responding
2. Creating and presenting
3. Using language to persuade
Unit 4:
1. Reading and responding
2. Creating and presenting
Unit 3:
1. Reading and creating texts: On completion of this
unit the student should be able to develop and justify
an analytical interpretation of a selected text, and
present a creative response to a different selected
text.
2.Analysing and presenting arguments: On
completion of this unit the student should be able to
analyse and compare the use of argument and
persuasive language in texts that present a point of
view on an issue currently debated in the media.
Unit 4:
1. Reading and comparing texts: On completion of
this unit the student should be able to develop a
detailed comparison which analyses how two
selected texts present ideas, issues and themes
2. Presenting argument: On completion of this unit
the student should be able to construct a sustained
and reasoned point of view on an issue currently
debated in the media, and present this in oral form.

6. Context vs.Text
response
• Text response = What is this text about?
• Context response = What does this idea
mean? What do examples show us?

8. Encountering conflict
• What does it mean to be a witness to
conflict?
• What is the impact of being a witness to
conflict?

9. 2014 prompt
•Conflict causes harm to both the
powerful and powerless
• Witnesses to conflict are all affected by what they
see. But every witness to conflict is in a different
position to act on what they see.Those who have
some power to influence events they witness are....

10. Big questions
• Exploring issues of identity and belonging
What factors create anxiety about identity and belonging and how do we
resolve these?
•Individual vs. The Group
•Parents vs. Child
•Male vs. Female
•State vs. Citizen
•Insider vs. Outsider
•Majority vs. Minority

11. Which of these conflicts was in
the last book you read?
• Exploring issues of identity and belonging
What factors create anxiety about identity and belonging and how do we
resolve these?
•Individual vs. The Group
•Parents vs. Child
•Male vs. Female
•State vs. Citizen
•Insider vs. Outsider
•Majority vs. Minority

13. Summarise conflicts
In Friendsheep, the wolf struggles
with...Ultimately, the wolf....What film shows
us is that...

14. The Introduction
Conflict is like a raging fire, it is often unexplainable,
random and devestating. These mercyless qualaties
often mean that damage is done to both the powerful
and powerless. Although fire does not choose which
houses it burns, the powerful may be able to delay the
fire. Ultimately conflict will cause some kind of harm
to the powerful and to the powerless, so in accepting
this harm we can learn about the conflict and rebuild
again.

15. The imaginative landscape is a conceptual construct
determined by interpretation and impact. It can therefore,
be defined as both our physical environment and our
perspectives of the land, making it unique and personal.
Influenced by the way in which individuals perceive the
land, either connection or disconnection can result.
Where our surroundings can be both facilitating and
threatening, this dichotomous relationship leads us to
perceive the land not necessarily just as it is but as we
wish it to be. Thus, those who have a strong identity die to
their respect of the land will maintain their place even in
difficult times yet those with a tenuous link to the physical
space will be threatened by it. The experiences of
individuals can define their viewpoint of a landscape.

16. It is human nature to want to belong. Each of us feels
safer, protected and at ease if we feel as though we can
identify with others belong somewhere. In a world
where there are over 6 billion people and every single
one of them is different there is no concrete group to
which we can belong. It is our own choice whether we
find it difficult to belong. We can accept who we are, or
we can try to change ourselves in an attempt to feel as
though we belong.

17. Attributes of an
introduction
• Define key context idea
• Link ideas to prompt
• Use language of ‘shared experience’

18. Key ideas
•Key verbs: is, is like, can be,
should, has
• Reality is...
• Reality is like...
• Reality can be...
• Reality should...
• Reality has...

19. 2014 Prompt
• Misrepresenting reality can have serious
consequences

20. The imaginative landscape is a conceptual construct
determined by interpretation and impact. It can therefore,
be defined as both our physical environment and our
perspectives of the land, making it unique and personal.
Influenced by the way in which individuals perceive the
land, either connection or disconnection can result.
Where our surroundings can be both facilitating and
threatening, this dichotomous relationship leads us to
perceive the land not necessarily just as it is but as we
wish it to be. Thus, those who have a strong identity die to
their respect of the land will maintain their place even in
difficult times yet those with a tenuous link to the physical
space will be threatened by it. The experiences of
individuals can define their viewpoint of a landscape.

21. Shared experience
• Our
• We
• Us

22. The body paragraph
The decisions we make may also often bring positive and
negative change, but play a significant part in shaping who we
are and where we belong. When Sandra elopes with a man
named Petrus Zwane, she comes to accept that she is black and
does not belong with her family. Sandra tells her father, ‘I am
not white.’This has a strong negative impact on her father as
the changes to Sandra present a difficult challenge to her
father. Appalled and disgusted, Abraham cuts all ties with
Sandra and disowns her. After agreeing and believing in
apartheid, he lets go of Sandra, only to grow as a person later
in life to apologise and talk to his daughter again. As Sandra
lives in the outskirts of the black community, the changes in her
surroundings help her grow as an individual as she learns to
become independent and raise a family, and ultimately grow as

23. Attributes of a body
paragraph
• Begin with a topic sentence that is about an
idea and uses the language of shared
experience.
• Elaborate on this idea and build to an
example from a set text
• Include examples from other places in the
same paragraph or other paragraphs

24. Conflict so often arises when our natural instinct for self
preservation is pitted against our responsibility to help
others, even when it does not benefit us. In Paradise
Road the women, forced to endure horrendous
conditions in a prison camp, face just this conflict
between self interest and thinking about others.Their
experience reflects that of many others duringWorld
War II who faced similar conflicts inside and outside
prison camps around the world. For instance, in
holocaust Germany...

25. The conclusion
Although escaping reality is an important
part of living lives that can sometimes be
boring and grim, losing touch with reality is
ultimately destructive. Inevitably, forgetting
what is real about life results in people
leading a destructive existence which hurts
not only them, but the people around them.

26. The conclusion
• Summarise different aspects of an idea
• Evaluate the significance or impact of an
idea or action

27. Although escaping reality is an important part of
living lives that can sometimes be boring and grim,
losing touch with reality is ultimately destructive.
(Summarise different aspects of an idea)
Inevitably, forgetting what is real about life results in
people leading a destructive existence which hurts
not only them, but the people around them.
(Evaluate the significance or impact of an
idea or action)

28. • Different aspects of an idea: Although,
despite, while, on the one hand, there are
many...
• Evaluate impact: Ultimately, inevitably, in the
end, what this means, what this shows us
Key words

29. Persuasive writing
• We should/not...
• We must/not...
• It is right/not that...

30. 2014 prompt
Imagination shapes our response to the
landscape

31. Evidence
• Whose actions in a text show us this is
right?
• Whose actions beyond a text show us this
is right?

32. Creative responses
• See examples

33. Characters and
situations
Character types:
*A family member who is both loyal and wants to
do their own thing (The Rugmaker)
*A younger person who is part of a group and
share some values but has different values to the
group (Paradise Road)
*A person who is an advocate of change (The Life
of Galileo)

34. Character + Scenarios
• ‘The ability to compromise is important when
responding to conflict.’
• A group of people is detained at an overseas
airport by security. One member of the group
needs to decide how to best handle the situation.

35. Galileo walked through the hall. The men, dark cloaks wrapped
around their shoulders, smiled sadistically at him. Instrument
after instrument was presented to him, each with a blasé
description, each the more bone-chilling. He felt sick. ‘Your
hands would go here,’they said, ‘and this will clamp down on
your throat.’Galileo felt his insides shift and turn upside down.
His eyes wide and his heart thrumming as he looked at the blood
stained wood and the sharp, jagged iron. Death or recant? The
shame of denouncing all that is true and factual about science,
about his life; or bones being stretched at horrific angles and
skin being ripped at the seams. He know what Copernicus did, a
braver man them him, although they say he was mad. Was
Galileo mad for taking on the Church? Yes he was. He could see
his madness reflected right back at him in the devices of torture.
‘I don’t want to dishonor the truth,’he thought to himself, ‘but I
don’t wish to die like this either.’

36. Creative writing
• Action
• Description
• Feeling