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Year 12: Craft of Writing: Sample texts and formats

$28.95

ISBN: 978-0-6454266-0-1: Crafting and Creating Texts :

Sample Texts and Reflective Commentaries

In Units 1 and 3,  (Area Study 2), “crafting and creating texts” students will workshop a range of text types and writing styles based on a “mentor text” within one of four “frameworks”: about play; about protest; about country and about personal journeys.

This workbook consists of typical “student” pieces spanning a variety of text types: a feature article; a creative text; an interview-style podcast; oral histories; a monologue; a key note address at a rally; an opinion-style reflective article.

The sample reflective commentaries alternate between journal excerpts and a “supervised classroom” style.

In both scenarios, students must systematically evaluate the links between their piece and the mentor text. They must detail their literary journey including their text type, structure, and literary and linguistic features. In their respective commentary, students will explain: the choice of mode, audience and context; key language features, style, tone and register and their purpose.  A detailed categorisation of the features as well as checklists will help students craft both their piece and their commentary.

Categories: Books, Uncategorized, Year 12 Frameworks Crafting Texts
  • Description

Description

ISBN: 978-0-6454266-0-1: Crafting and Creating Texts :

Sample Texts and Reflective Commentaries

In Units 1 and 3,  (Area Study 2), “crafting and creating texts” students will workshop a range of text types and writing styles based on a “mentor text” within one of four “frameworks”: about play; about protest; about country and about personal journeys.

This workbook consists of typical “student” pieces spanning a variety of text types: a feature article; a creative text; an interview-style podcast; oral histories; a monologue; a key note address at a rally; an opinion-style reflective article.

The sample reflective commentaries alternate between journal excerpts and a “supervised classroom” style.

In both scenarios, students must systematically evaluate the links between their piece and the mentor text. They must detail their literary journey including their text type, structure, and literary and linguistic features. In their respective commentary, students will explain: the choice of mode, audience and context; key language features, style, tone and register and their purpose.  A detailed categorisation of the features as well as checklists will help students craft both their piece and their commentary.

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