Teaching writing autobiographies
The New Critical Idiom.
This exercise made them think about the texts they had originally chosen from a new, critical perspective, honed their analytical skills, and prepared them for finding an approach to the course text they had chosen for their oral presentations and final essays.
Sarah Herbe ta. In small groups, the students would then discuss whether they had read any life-writing texts so far and whether women were the authors of any of those texts. Jeanette Winterson: Archive. Think about her style, the content of her entries, and the editing phase.
Autobiography graphic organizer pdf
Madison: U of Wisconsin P, In order to foster engagement with the course texts, the students were encouraged to bring in perspectives informed by their previous knowledge, second subjects all teacher-training students in Austria need to enroll for at least two subjects , or, if applicable, professional backgrounds. Notes 1. The Book of Margery Kempe. In the second phase, students applied their knowledge and analytical skills to one of the set texts and presented their results to the class. Studies in Autobiography. How are the paragraphs? I would then forward the collected replies to the presenter and the chair, who could react to them in the discussion or even during the presentation. A student with medical training, for example, focused on medical approaches to The Book of Margery Kempe. As other scholars have observed e. Which need more work? Does this writing make you feel any particular way? Oxford: Macmillan, Because of the heterogeneity of the participants, I have found it useful to prepare these chapters in online discussion forums.
How are the paragraphs? Introduction In order to introduce the topic, I once started a course on paratexts by distributing two editions of a text to small groups of students, asking them to discuss the following questions: what do you learn about the book simply by looking at its cover, the back cover, and the first pages, as well as its material makeup?
Writing an autobiography lesson plan
In this group work, students further practiced the application of concepts gleaned from Smith and Watson's chapters, and made sure that the topics they chose for the oral presentations would not overlap too much. Sarah Herbe ta. Does this story have well-structured sentences? Finally, their results were further elaborated in a final essay, to be submitted at the end of the semester. In small groups, the students would then discuss whether they had read any life-writing texts so far and whether women were the authors of any of those texts. Post Instructional Did students understand and follow the writing process? This debate prepared the ground for the discussion of our final course text, Winterson's online column, which the British author published in blog form as part of her personal website from to This type of group work was modeled on an exercise my colleague Markus Oppolzer introduced in one of his courses. The time line and scrapbook pieces can be used to support their writing. Outline the following writing process for students who need more guidance: Brainstorm a list of possible writing ideas and topics to provide focus for writing stories with more details Use worksheets and ten-minute sessions of directed writing for students having difficulty beginning their writing Write first draft Revise first drafts through peer conferences Edit revised work through teacher conferences Share final drafts Lesson Extensions Have students use the worksheets as guides to complete a visual time line about important events their lives. Oxford: Macmillan, The scrapbooks may help students organize their writing in the next step. How are the paragraphs? The oral presentations were modeled on sessions of academic conferences: twenty minutes of presentation followed by ten minutes of discussion, although students could opt for a discussion at the beginning or in the middle of their presentations as well. In groups of four or five seventeen students attended the class , students were asked to prepare an oral presentation of ten minutes on a particular article, including the main argument of the critic, the three most important observations of the article, and a brief discussion about which ideas they found particularly convincing and which were rather puzzling.
The assignment to think about what was difficult to grasp in the text—based as it was on the assumption that it is normal to encounter difficulties when we read a theoretical text—made it easier for students to overcome their inhibitions to ask questions about anything that was unclear to them.
The scrapbooks may help students organize their writing in the next step. Submissions contributed via this tool are visible only to the instructor of the course.
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