5. In Summary

In Summary…

The Reading to Write module prepares you for the year 12 Craft of Writing Module. Year 12 Craft of Writing Module is explained below.

Summarised from NESA documents

“This module focuses on how reading strengthens student’s skills in crafting their own compositions. The focus is on craft (using language and stylistic features) not content. Therefore students will not be assessed on their critical analysis. Students may be asked to assess aspects of their own writing, reflect on the choices they make in their writing or apply particular features from the prescribed texts in their responses. In their assessment of their own writing students may need to reference aspects from a prescribed text and how this influenced them.”

What will you do?

• Students examine and analyse at least one prescribed texts as well as texts from their own wide reading, as models and stimulus for the development of their own ideas and written expression.
  
• The prescribed texts provide a springboard for students, individually and collaboratively, to conceptualise, plan, draft and refine their own well-crafted compositions in a range of forms and for a range of expressive purposes.
  
• Students will reflect and justify the choices they make in their writing. You must build on your language to write a reflective piece effectively.

The craft of writing’ is a development of language skills outside of the traditional essay format. Yes.. You may not want to become a writer but it could help you write those engaging instagram posts! Remember you don’t just get better at basketball by jumping straight into a game. You develop skills first through warm ups.

Don’t worry, no one starts great at figurative writing!

Get that pinterest board/quote board going, read some more books and re-word phrases you like, take note of inspirational quotes.

Text types that you will study

You will be looking at the text types more closely later on in the course.

Persuasive

Definition from NSW K–12 English glossary

texts whose primary purpose is to put forward a point of view and persuade a reader, viewer or listener. They form a significant part of modern communication in both print and digital environments. Persuasive texts seek to convince the responder of the strength of an argument or point of view through information, judicious use of evidence, construction of argument, critical analysis and the use of rhetorical, figurative and emotive language.

They include student essays, debates, arguments, discussions, polemics, advertising, propaganda, influential essays and articles. Persuasive texts may be written, spoken, visual or multimodal.

Imaginative

Definition from NSW K–12 English glossary

texts that represent ideas, feelings and mental images in words or visual images. An imaginative text might use metaphor to translate ideas and feelings into a form that can be communicated effectively to an audience. Imaginative texts also make new connections between established ideas or widely recognised experiences in order to create new ideas and images. Imaginative texts are characterised by originality, freshness and insight.

These texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children, including picture books and multimodal texts such as film.

Discursive

Definition from NSW K–12 English glossary

Discursive texts are those whose primary focus is to explore an idea or a variety of topics. These texts involve the discussion of an idea(s) or opinion(s) without the direct intention of persuading the reader, listener or viewer to adopt any single point of view. Discursive texts can be humorous or serious in tone and can have a formal or informal register. These texts include texts such as feature articles, creative nonfiction, blogs, personal essays, documentaries and speeches.

o Discursive is about exploring a range of perspectives on an argument. You can flicker between two perspectives. Then you unpack these perspectives by using figurative language to express ‘evidence’ for these perspectives in the wider World.

Reflective

• Justify the creative decisions that you have made in your writing in part (a).

• Explain how at least one of your prescribed texts from module c has influenced your writing style in part (a). In your response, focus on one literary device or stylistic feature that you have used in part (a).