Embedded Files
Learning Intention:
Learning Intention:
To have a clear understanding of the Module C rubric and assessment requirements
To have a clear understanding of the Module C rubric and assessment requirements
Success Criteria:
Success Criteria:
Can identify key words and phrases in the rubric
Can identify key words and phrases in the rubric
Can recognise and understand the requirements of the assessment task
Can recognise and understand the requirements of the assessment task
MODULE C
MODULE C
Module C is designed with the purpose of making you a better writer.
Module C is designed with the purpose of making you a better writer.
As part of your study of Module C, you will look at writing in various forms and genres. You will study fiction and non-fiction in a variety of prose forms. However, unlike other Modules where you explore texts to understand their meaning, themes and concepts, in The Craft of Writing you look at HOW texts have been constructed.
The idea behind this module is that you will learn how to develop your own writing by deconstructing, analysing, and imitating the texts of others. In NESA’s support documentation, they say that students will have the opportunities to “imitate specific aspects of writing – narrative, character, point of view, argument, figurative language, genre, perspective and style”.
Isn’t copying plagiarism?
Isn’t copying plagiarism?
Copying the entirety of another’s work is plagiarism. If you took the plot, characters, and stylistic features of another’s work and recreated them exactly or with only minor changes, that would be plagiarism. Plagiarism is theft. What you do in Module C is quite different.
In Module C, you take the stylistic and structural features of others’ texts and incorporate those features into your own writing.
Rubric
Rubric
In this module, students strengthen and extend their knowledge, skills and confidence as accomplished writers. Students write for a range of audiences and purposes using language to convey ideas and emotions with power and precision.
Students appreciate, examine and analyse at least two short prescribed texts as well as texts from their own wide reading, as models and stimulus for the development of their own complex ideas and written expression. They evaluate how writers use language creatively and imaginatively for a range of purposes; to express insights, evoke emotion, describe the wonder of the natural world, shape a perspective or to share an aesthetic vision.
Through the study of enduring, quality texts of the past as well as recognised contemporary works, students appreciate, analyse and evaluate the versatility, power and aesthetics of language. Through considered appraisal and imaginative engagement with texts, students reflect on the complex and recursive processes of writing to further develop their self-expression and apply their knowledge of textual forms and features in their own sustained and cohesive compositions.
During the pre-writing stage, students generate and explore various concepts through discussion and speculation. Throughout the stages of drafting and revising students experiment with various figurative, rhetorical and linguistic devices, for example allusion, imagery, narrative voice, characterisation, and tone. Students consider purpose, audience and context to deliberately shape meaning. During the editing stages students apply the conventions of syntax, spelling, punctuation and grammar appropriately and effectively for publication.
Students have opportunities to work independently and collaboratively to reflect, refine and strengthen their own skills in producing highly crafted imaginative, discursive, persuasive and informative texts.
Note: Students may revisit prescribed texts from other modules to enhance their experiences of quality writing.
Summary of rubric
Summary of rubric
Module C does not require analysis of content, but rather language choices. You must:
Read
Pay attention to style
Identify stylistic and structural features
Explain why they are used
Apply stylistic and structural features to your own writing
Reflect on why you included them
Evaluate how effectively you emulated and incorporated them
Evaluate the process of writing
Good responses in the Craft of Writing module
Good responses in the Craft of Writing module
Compose a highly engaging piece of writing that skilfully uses the stimulus.
Specifically address the keywords from the stimulus and engage with layers of the stimulus.
Effectively use one of the nominated styles in their writing.
Evoke and sustain a particular emotional response in the reader by their language through figurative, rhetorical or linguistic devices.
Provide a comprehensive explanation of how their language was crafted to evoke an emotional response in the reader.
Specifically and comprehensively address the keyword ‘compare’ when responding to their own text and prescribed text.
Explain how they were influenced by the ideas and crafts of their prescribed text rather than analyse them in isolation.
TASK
TASK
Complete this interactive worksheet
Complete this interactive worksheet
TASK
TASK
Explain how the ideas in these videos connect with the ideas in the Module C rubric.
Explain how the ideas in these videos connect with the ideas in the Module C rubric.
TASK - exercises in style
TASK - exercises in style
Read and discuss the document exercises in style.
Read and discuss the document exercises in style.
Write your own version of the story used in the document. The stylistic feature you are going to use is sensory imagery.
Write your own version of the story used in the document. The stylistic feature you are going to use is sensory imagery.
exercises in style.pdfPage updated
Report abuse