original123
*Original Convention*
"Paul dabbed the sweat beads forming across his forehead and tugged on his gloves. He looked up at the large safe looming over him..."
Random, but if it pulled you in to keep reading it means it's a good start of a creative writing piece. It doesn't mean you won't be asked to write other compositions. Throughout this thread, we'll briefly outline text types, and go into textual features, vocabulary and flow of words, Do's and Don'ts, and practice questions. We're going to get the foundation of it first so we can grasp simple concepts, then we'll get into the heart of it.
Text Types:
-Expositions
-Poems
-Feature Articles
-Magazine/Newspaper Articles
-Editorials
-Letter to the Editor
-Speeches
-Dialogue/Conversation
If you don't know how to write them, then the internet has fantastic sites directing you on how to write the particular compositions. I've included an attachment that has several examples of those compositions. Read through them, highlighting key features that the compositions include. Shouldn't take long at all. You should already have a general idea of all of them, but knowing their key features will help if they ask for any of those compositions.
Textual Features:
The Common Language & Visual Features document lists alot of textual features that may come to mind when writing Section I, but these are also helpful in creative writing. Making use of these techniques during your writing shows markers your sophistication level and understanding of what Section II is about.
Vocabulary & Flow of Words:
The next document titled 'Synonyms' gives lists of words you may find you use frequently within ALL 3 sections. When you practice writing for them, giving a general flow of wording and paragraphing demonstrates to the marker that you're able to write fluently. The words I've included are just general words...come to think about it you may use that list more in sections I and III then creative writing, but heck it should help you anyway.
Do's & Don'ts:
DO write something unusually creative and original. Think of playing around with the idea of a journey, including imaginative, personal emotional etc. You know what the markers HATE to see.
DO choose an unusual location, event and/or character. It's usually clear to the marker who has done research regarding the topic they're going to write about.
DO have a strong sense of voice. Make the narrative voice and characters in the story realistic and believable.
DO have a clear structure. Be certain where and when your twist is going to happen and stay confident without rambling on about random disgressions.
DO have sophisticated vocabulary relevant to the topic. Language should be well chosen to create mood or develop character. Also remember to use good spelling, punctuation and expression. These tips are indeed simple, but they honestly make a massive difference. Just keep putting yourself in the markers' shoes.
DO make sure the concept of journey is subtly woven into the story. The narrative itself should convey ideas. This shows even more sophistication and prevents the markers from seeing the word 'journey' so much that it becomes the build up to the next volcanic eruption.
DO ensure that the response reveals a clear understanding of the question in regards to whether you are writing in a particular context or for a particular audience or in a specified form. All the preparation in the world is wasted if you do not adjust your writing to the question.
DO check the rubric!
DO look at the question carefully and check if it specifies a particular text type. If it says something like 'a piece of writing' or 'a composition', then this is your chance to be as creative as you want. Most students would assume this to be either a story or essay. You can do anything from a poem to a radio broadcast.
DON'T select a poor topic. It makes it difficult to work well and remember, the poorer the topic, the more likely it is to be chosen by other students. You know what type of story you shouldn't write. Don't risk it. The rule of thumb is that if you thought og it in five minutes, you can be reasonably certain that so did 40000 other students.
DON'T make up the plot as you go along. A story that meanders aimlessly or ties itself up in knots is clear evidence of a writer who has not decided the structure of their story before they begin. Often the best responses are simple in structure but well controlled.
DON'T forget to paragraph and structure according to the type of composition. Those who know how to paragraph can control the flow of their writing. For example, each time a speaker says something, you need to start a new line. Simple things like these make a difference with how the marker thinks of the overall response.
DON'T ignore spelling! Make sure you leave a couple of minutes at the end to check spelling and sentence errors. You'd be surprised how many you may make. You won't lose marks directly, but again, this impacts the marker's thoughts of the overall performance.
DON'T select a limited voice! If you choose to write from the view of a child, this makes it difficult for the markers to tell if it is a genuine voice or if it is simply unsophisticated. If you want to write in the first person from a child's perspective or something similar, then juxtapose it with another more sophisticated style of writing so the markers know the difference.
Practice Qs:
1. Write a journal entry at a point in time when you were conscious of the need to travel to a new environment.
2. 'It is not the journey that matters, but the life in your journey.'
Write a speech explaining this concept.
3. You have been asked to submit a piece of writing based around the concept of the journey for a popular teen magazine. Write an interview exploring this concept.
4. 'The journey home would not be easy'. Write a story using these words as an opening or closing.
5. Write a letter to a friend in which you want to talk about how a journey into memory has triggered for you. This journey could be triggered by any stimulus. Do NOT sign your own name at the end of your letter.
6. 'All journeys have secret destinatins of which the traveller is unaware.' Compose a piece of writing that explores a journey that has been overlooked.
7. 'We will build new ships to carry man forward into the universe, to gain a new foothold on the moon and to prepare for new journeys to the worlds beyond our own'. Compose a piece of writing that explores a journey of discovery.
8. 'Journeys are an extension of personal boundaries'. Write a letter to your relative about a recent journey you have encountered, discussing the above quote.
9. 'Heroes take journeys, confront dragons and discover the treasure of their true selves'. You are a contributor for the magazine 'Inspirational Journeys', which is based on personal stories that people send in for publishing. Compose a piece relating to inspirational journeys.
10. You are invited into a radio transcript as an expert on Geographical landmarks of the world. Write a transcript relating to the quote 'Journeys broaden the mind to allow the understanding of the world.'
11. Imagine that reading one of the journey texts in Section I has had a strong impact on you. It has helped you understand key issues that are associated with the concept of journey. Write a journal entry as a character from one of the characters in a text from Section I and describe their attitudes, emotions and perspectives the day after the journey referred to in the text. Express the impact their journey has had on them.
Okay, so hopefully we have made progress...the attachments should be helpful so don't forget them! I also attached a general document on answering all 3 sections so have a read through that. I think it was from the HSC site. I am DEAD tired so I'm going to sleep.
Good luck everyone...study hard =P
Hugs from Ang. =)
Random, but if it pulled you in to keep reading it means it's a good start of a creative writing piece. It doesn't mean you won't be asked to write other compositions. Throughout this thread, we'll briefly outline text types, and go into textual features, vocabulary and flow of words, Do's and Don'ts, and practice questions. We're going to get the foundation of it first so we can grasp simple concepts, then we'll get into the heart of it.
Text Types:
-Expositions
-Poems
-Feature Articles
-Magazine/Newspaper Articles
-Editorials
-Letter to the Editor
-Speeches
-Dialogue/Conversation
If you don't know how to write them, then the internet has fantastic sites directing you on how to write the particular compositions. I've included an attachment that has several examples of those compositions. Read through them, highlighting key features that the compositions include. Shouldn't take long at all. You should already have a general idea of all of them, but knowing their key features will help if they ask for any of those compositions.
Textual Features:
The Common Language & Visual Features document lists alot of textual features that may come to mind when writing Section I, but these are also helpful in creative writing. Making use of these techniques during your writing shows markers your sophistication level and understanding of what Section II is about.
Vocabulary & Flow of Words:
The next document titled 'Synonyms' gives lists of words you may find you use frequently within ALL 3 sections. When you practice writing for them, giving a general flow of wording and paragraphing demonstrates to the marker that you're able to write fluently. The words I've included are just general words...come to think about it you may use that list more in sections I and III then creative writing, but heck it should help you anyway.
Do's & Don'ts:
DO write something unusually creative and original. Think of playing around with the idea of a journey, including imaginative, personal emotional etc. You know what the markers HATE to see.
DO choose an unusual location, event and/or character. It's usually clear to the marker who has done research regarding the topic they're going to write about.
DO have a strong sense of voice. Make the narrative voice and characters in the story realistic and believable.
DO have a clear structure. Be certain where and when your twist is going to happen and stay confident without rambling on about random disgressions.
DO have sophisticated vocabulary relevant to the topic. Language should be well chosen to create mood or develop character. Also remember to use good spelling, punctuation and expression. These tips are indeed simple, but they honestly make a massive difference. Just keep putting yourself in the markers' shoes.
DO make sure the concept of journey is subtly woven into the story. The narrative itself should convey ideas. This shows even more sophistication and prevents the markers from seeing the word 'journey' so much that it becomes the build up to the next volcanic eruption.
DO ensure that the response reveals a clear understanding of the question in regards to whether you are writing in a particular context or for a particular audience or in a specified form. All the preparation in the world is wasted if you do not adjust your writing to the question.
DO check the rubric!
DO look at the question carefully and check if it specifies a particular text type. If it says something like 'a piece of writing' or 'a composition', then this is your chance to be as creative as you want. Most students would assume this to be either a story or essay. You can do anything from a poem to a radio broadcast.
DON'T select a poor topic. It makes it difficult to work well and remember, the poorer the topic, the more likely it is to be chosen by other students. You know what type of story you shouldn't write. Don't risk it. The rule of thumb is that if you thought og it in five minutes, you can be reasonably certain that so did 40000 other students.
DON'T make up the plot as you go along. A story that meanders aimlessly or ties itself up in knots is clear evidence of a writer who has not decided the structure of their story before they begin. Often the best responses are simple in structure but well controlled.
DON'T forget to paragraph and structure according to the type of composition. Those who know how to paragraph can control the flow of their writing. For example, each time a speaker says something, you need to start a new line. Simple things like these make a difference with how the marker thinks of the overall response.
DON'T ignore spelling! Make sure you leave a couple of minutes at the end to check spelling and sentence errors. You'd be surprised how many you may make. You won't lose marks directly, but again, this impacts the marker's thoughts of the overall performance.
DON'T select a limited voice! If you choose to write from the view of a child, this makes it difficult for the markers to tell if it is a genuine voice or if it is simply unsophisticated. If you want to write in the first person from a child's perspective or something similar, then juxtapose it with another more sophisticated style of writing so the markers know the difference.
Practice Qs:
1. Write a journal entry at a point in time when you were conscious of the need to travel to a new environment.
2. 'It is not the journey that matters, but the life in your journey.'
Write a speech explaining this concept.
3. You have been asked to submit a piece of writing based around the concept of the journey for a popular teen magazine. Write an interview exploring this concept.
4. 'The journey home would not be easy'. Write a story using these words as an opening or closing.
5. Write a letter to a friend in which you want to talk about how a journey into memory has triggered for you. This journey could be triggered by any stimulus. Do NOT sign your own name at the end of your letter.
6. 'All journeys have secret destinatins of which the traveller is unaware.' Compose a piece of writing that explores a journey that has been overlooked.
7. 'We will build new ships to carry man forward into the universe, to gain a new foothold on the moon and to prepare for new journeys to the worlds beyond our own'. Compose a piece of writing that explores a journey of discovery.
8. 'Journeys are an extension of personal boundaries'. Write a letter to your relative about a recent journey you have encountered, discussing the above quote.
9. 'Heroes take journeys, confront dragons and discover the treasure of their true selves'. You are a contributor for the magazine 'Inspirational Journeys', which is based on personal stories that people send in for publishing. Compose a piece relating to inspirational journeys.
10. You are invited into a radio transcript as an expert on Geographical landmarks of the world. Write a transcript relating to the quote 'Journeys broaden the mind to allow the understanding of the world.'
11. Imagine that reading one of the journey texts in Section I has had a strong impact on you. It has helped you understand key issues that are associated with the concept of journey. Write a journal entry as a character from one of the characters in a text from Section I and describe their attitudes, emotions and perspectives the day after the journey referred to in the text. Express the impact their journey has had on them.
Okay, so hopefully we have made progress...the attachments should be helpful so don't forget them! I also attached a general document on answering all 3 sections so have a read through that. I think it was from the HSC site. I am DEAD tired so I'm going to sleep.
Good luck everyone...study hard =P
Hugs from Ang. =)
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