1. NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT NATIONAL ORIENTATION WORKSHOP FOR LANGUAGES Content, Methodology and Assessment Session 2.3: Writing and Presenting 2013 1

2. Introduction Writing and presenting Combines three elements: using the writing process learning and applying knowledge of the structure and features of different text types learning and applying knowledge of paragraph and sentence structure and punctuation 2

3. Activity 1 Groups choose a stimulus material(from the Resource Pack) Each group engages with the following: Determine the appropriateness of the material Suggest criteria that may be used when selecting texts Use the selected text to demonstrate how to apply the process approach in teaching using the stimulus material Report back and discussion 3

4. In response- Criteria for selecting a text: Selection of texts should cater for differentiation, language level, relevance, suitability, cultural, political and gender sensitivity, clarity of written and visual texts. 4

5. The writing process Steps in the writing process: Pre-writing/ Planning Analyse the structure, language features and register of the text type that has been selected Decide on its purpose, audience and context Brainstorm ideas for the topic using, for example, mind maps Discuss the criteria that will be used to evaluate the piece of writing 5

6. The writing process Steps in the writing process: Pre-Writing/ Planning Create a plan for the text using the structure and ideas discussed in the pre-writing stage Determine the requirements of format, style, point of view Identify main ideas and supporting detail Sequence ideas in a logical order so that they make sense 6

7. The writing process Drafting Write first rough draft: purpose, audience, topic and text type Choose appropriate words, e.g. evocative words Organise ideas in logical sequence – text to make sense Establish an individual voice and style Read drafts critically and get feedback from teacher and classmates 7

8. The writing process Revising, editing, proofreading and presenting Evaluate own and others’ writing for improvement Refine word choice, sentence and paragraph structure Work on the sequencing and linking of paragraphs Eliminate ambiguity, verbosity, offensive language Use grammar, spelling and punctuation correctly Prepare final piece including layout Present the text Take note: Not every step of the process will be used on every occasion.( especially examinations) 8

9. Language structures and conventions sentence construction, paragraph writing, word choice, register, style, and voice, language conventions (spelling and punctuation) 9

10. Creative Writing [50 marks] Gr 10 (150-200) Gr 11 (200-250) Gr 12 (250-300) Descriptive Discursive Argumentative Reflective Narrative

11. USEFUL STRUCTURE TO TEACH TYPES OF TEXT

12. Narrative (Plot) includes: Setting/ Characters/ Conflict/ Climax/ Conclusion Descriptive: Setting/ Ornamental observations - imagery/ words – Conclusion. Argumentative: Statement of opposition (Topic sentence) Reason/s for opposition plus evidence or example. Affirmation of position Discursive: Statement of duality on position. Reason for duality plus support. Suggestion of compromise/Accept ance of duality Reflective: Explain personal resonance with topic- usually problem. Personal examples of problem. Solution/conclusion. Literary: Identify type of essay- discuss or argue. Statement of position. Evidence from text. Affirmation of position

13. HEADED FOR TROUBLE The scantily clad hitch-hiker knew she was in trouble the moment she stepped into the car. The driver gazed disapprovingly at her costume, “Looking for some fun?” “No…I’m just going to the beach.” “Think so? Well I’ve got other plans for you, sweetie, and they don’t include beaches.” “Guess I’m grounded, huh, Mom?”

14. HEADED FOR TROUBLE The scantily clad hitch-hiker knew she was in trouble the moment she stepped into the car. The driver gazed disapprovingly at her costume, “Looking for some fun?” “No…I’m just going to the beach.” “Think so? Well I’ve got other plans for you, sweetie, and they don’t include beaches.” “Guess I’m grounded, huh, Mom?” ELEMENTS OF A NARRATIVE ESSAY SETTING CHARACTERS PLOT CONFLICT/ COMPLICATION CLIMAX

15. The Descriptive Essay: “Bird at my window” PRACTICAL- what is the bird doing and why am I watching it? ORNAMENTAL- how can I best portray this- senses, word choice, figures of speech? CONCLUSION – what action broke the spell?

16. The Descriptive Essay BIRD AT MY WINDOW Glancing up from my homework, there it was – one bold pigeon. Impatiently, it marched to and fro on the sill, bobbing its head in a business-like manner, and tut-tutting softly. Those raw, red legs did not seem right for a day at the office but, too hurried to notice, it suddenly dropped down out of sight and was gone. PRACTICAL- what is the bird doing and why am I watching it? ORNAMENTAL- metaphor –impatient businessman CONCLUSION – what action broke the spell?

17. Activity 2 Group engages with the following: Discuss key features of creative essays. Develop topics for each type of essay as found in CAPS. Discuss key features of longer and shorter transactional texts. Develop topics for the given types of transactional texts as found in CAPS. Identify texts that form part of the formal assessment programme. Report back and discussion 17

18. Features of written texts Essays Format Language use Point of view Various texts 18

19. Features of written texts Transactional texts Format Language use Point of view Various texts 19

20. Activity 3 Participants are provided with samples of written essays, longer and shorter transactional texts and marking rubrics. Participants mark the samples individually using rubrics. Standardisation of marking by the whole group. Consolidation

21. THAT’S IT 21