Embed Size (px)
DESCRIPTION
Citation preview
Developing students’ writing: how to improve pupils’ original writing skills – writing for specific audiences and purposes. The importance of relevance.
Encouraging students to assess their own writing.
By Francis Gilbert www.francisgilbert.co.uk
1
Firstly, before you start writing, read some GOOD BOOKS!!! Here’s a personal reading list:
Surname of author
First Name of author Name of book Genre of book
Points earned for reading book
Suitable Year group Comment Ranking
Chandler Raymond
The Big Sleep and other novels Thriller 20
Year 10-12
Chandler was the first and best tough private eye writer in the world. 1
Ali Monica Brick LaneRomance/other culture 15
Year 10-12
A classic contemporary novel set in East End of London. Highly readable. 1
Fraser Charles Cold MountainHistorical -- romance 30
Year 10-12
A quiet, tough American soldier tries to get home to his loved one. Will he make it? 2
Easton-Ellis Brett Less Then Zero Teenage angst 20Year 10-12
Wow! This is a great novel. If you like sex, death and weird parties, this is the one for you. 2
Austen Jane Emma Classics 15Year 10-12 Great film, even better book 2
Dunmore HelenLove of Fat Men Romance/comedy 30
Year 10-12
All of Dunmore's novel are great. Sensitive novels with a female perspective. 3
Allende IsabelleHouse of the spirits
Magic realism/thriller 15
Year 10-12
One of the great magic realist novels. A real page turner. 3
Turgenev I First Love Classics 30Year 10-12
I greatly enjoyed this love story. Teenage angst and rivalry with a father! 4
Durrell GeraldA Zoo in my luggage Animals 30
Year 10-12
Comic recollections of an amazing animal lover 4
Carter AngelaThe Magic Toyshop
Magic realism/thriller 20
Year 10-12
I love Carter. Sexy, witty, poetic coming-of-age story set in the strangest toyshop you ever read about! 4
2
Waterhouse K Billy Liar Fantasy 20Year 10-12 A loser is always day-dreaming. Good film. 5
Carter AngelaThe Bloody Chamber
Fairy stories for adults 20
Year 10-12 Violent and sexy fairystories. Adults only! 5
Coetzee J DisgraceThriller/ other cultures 20
Year 10-12
This is a fantastic but frightening novel about a lecturer whose daughter is brutally raped. 6
Cunningham Michael The HoursHistorical -- romance 30
Year 10-12
Made into a good film. It's about writers, romance and modern life. 7
Dickens CGreat Expectations Classics 30
Year 10-12 The original coming-of-age story. 8
Grisham John The Client Crime/Thrillers 10Year 10-12 Grisham makes you turn the pages. 9
Dexter Colin
The Way Through the Woods Crime/Thrillers 10
Year 10-12
All of Dexter's Inspector Morse stories are gripping. 10
Heller J Catch 22 Humour 40Year 10-12
Recently named the best novel about war ever written. 10
Doughty Louise Crazy paving Romance/office 20Year 10-12
Superior office romance from a leading British author. 11
Joyce James
Portrait of the artist as a young man Teenage angst 30
Year 10-12
The utimate book about life, the universe and education 11
Kingslover Barbara
The Poisonwood Bible Africa/ romance 50
Year 10-12
Very popular family drama about a family who try to preach Christianity in Africa 12
Le Carre John A Perfect Spy Adventure 30Year 10-12
All of Le Carre's novels are good but this is the best 13
McEwan Ian Amsterdam Romance 30Year 10-12 Won the Booker prize! 14
McEwan Ian Atonement Romance/historical 30Year 10-12 Nearly won the Booker prize! 15
Poe ESelected Short Stories Crime/Thrillers 40
Year 10-12
Shocking and bizarre, no writer has bettered Poe. Much imitated. 16
Rowling JK Harry Potter Adventure 5 Year If you haven't read it yet, do so. 17
3
10-12
Wodehouse PGRight Ho, Jeeves Humour 50
Year 10-12
I love Jeeves and Wooster. They are the funniest. I always read them when I am in a bad mood because they cheer me up. 18
Wilde OscarThe Picture of Dorian Grey Classics 30
Year 10-12
A very bad man takes lots of drugs and has lots of sex, but never grows old. But his picture does! 19
Vonnegut KSlaughterhouse 5 War 40
Year 10-12 Weird, freaky stuff. 20
Marquez Garcia
A hundred years of solitude War and love 60
The most important novel written by a South American 21
Gilbert Francis
I'm A Teacher, Get Me Out of Here Classics 500
Year 10-12 The great book ever written. 22
Westall RKingdom by the Sea War 30
Year 10-12
All of Westall's books are top notch. Read the lot! 23
Nobbs D
The Rise and Fall of Reginald Perrin Humour 30
Year 10-12 Man fakes his own suicide. 23
Litt Toby Deadkidsongs Teenage angst 30Year 10-12
Horrible teenage boys play war-games in Bedfordshire with tragic results 24
Hawkes Tony
Playing the Moldovans at Tennis Travel/comedy 20
Year 10-12
This is a very funny account of a comedian's trip to a very poor country 25
Kunzru HariThe Impressionist India/romance 60
Year 10-12 Fantastic modern novel 25
Shelley Mary Frankenstein Classics 40Year 10-12 The first science fiction story 26
Keneally T Schlinder's Ark War 50Year 10-12
Schindler saves Jewish people from the Nazi death camps. 27
Kafka F Metamorphosis Classics 70Year 10-12
A man wakes up to find out that he is a giant insect. 28
Joyce James Dubliners Short stories 60Year 10-12
Very famous short stories that virtually invented the realistic story. 29
4
Herriot J Vets might fly Animals 20Year 10-12 to endure all sorts of humiliations 30
Hardy ThomasFar from the Madding Crowd Classics 40
Year 10-12
A sheep farmer hopes to win the heart of local rich girl. 31
Hardy ThomasThe Woodlanders Classics 60
Year 10-12
Poor country boy hopes to win the heart of the local rich girl. 32
Hardy ThomasJude the Obscure Classics 60
Year 10-12 A couple live in sin, and have children. 33
Fitzgerald Scott FTender is the Night Classics 40
Year 10-12
Naughty men and women go to far too many parties and drink far too much. 34
Eliot G Middlemarch Classics 50Year 10-12
Many critics think this is the greatest novel of the 19th century. Read it and find out why. 35
Durrell GeraldThe Ark's Anniversary Animals 30
Year 10-12
Comic recollections of an amazing animal lover 36
Dickens CDavid Copperfield Classics 60
Year 10-12
A gorgeous mother, horrible step-father, eccentric aunts and real trouble from the grovelling Uriah Heep. 37
Collins WThe Woman in White Classics 50
Year 10-12
A marvellous mystery story about a very strange woman whose past is full of dark secrets 38
Bronte C Jane Eyre Classics 20Year 10-12
The essential book about mad wives in the attic, governesses and engaging masters. 39
Boyd WilliamThe Ice-Cream War
Historical -- romance 15
Year 10-12
Boyd has not written a bad book. Read the lot! 40
Bach Richard
Jonathan Livingston Seagull Adventure 5
Year 10-12 Very spiritual but mesmerising 41
Bainbridge B Young Adolf Humour 6Year 10-12
All of Bainbridge's books are great. Weird, funny, short! 42
Ballard JEmpire of the Sun War 10
Year 10-12
The great childhood story about the Japanese war camps. 43
Boyd WilliamA Good Man in Africa Comedy 15
Year 10-12
Boyd has not written a bad book. Read the lot! 44
Doyle Arthur Sherlock Adventure 20 Year The one and only detective with great 45
5
Conan Holmes stories 10-12 powers of deduction.
Doyle RPaddy Clarke Ha Ha Ha Humour 30
Year 10-12
A wonderful account of a young boy enduring the bitter divorce of his parents. 46
Ende M
The Neverending Story Fantasy 20
Year 10-12
A fantasy story which is a real winner and a good film. 48
Flaubert GMadame Bouvary Classics 50
Year 10-12
Disaffected French housewife looks for sexual adventures 49
Hardy ThomasTess of the D'Urbervilles Classics 60
Year 10-12
Hardy's fantastic story about a dairy maid who is raped. 50
Zephaniah Benjamin FaceSchool, teenage angst 20
Year 10-12
Great story about a boy whose face is horribly scarred
Cormier Robert Chocolate WarSchool, teenage angst 40
Year 10-12
I loved reading this when I was fourteen. Hard-hitting drama about bullies at school. All Cormier's books are good. Read them.
Almond David SkelligSchool, teenage angst 30
Year 10-12 All of Almond's stories are excellent.
Swindells Robert DoshSchool, teenage angst 20
Year 10-12
Swindells has not written a bad book. Read all of them: they are short!
Blackman MalorieNoughts and Crosses Racism 10
Year 10-12 If you haven't read it yet, do so.
Lingard JoanAcross the Barricades Love 10
Year 10-12
All of Lingard's books are very readable. Read them!
Westall RobertThe Cats of Seroster Animals 30
Year 10-12
All of Westall's books are top notch. Read the lot!
Westall R Fathom 5 War 30Year 10-12
All of Westall's books are top notch. Read the lot!
Westall R Echoes of War War 30Year 10-12
All of Westall's books are top notch. Read the lot!
Welford S Charlie in the pink Green Issues 20
Year 10-12 Save the environment
Steinbeck JThe Moon is Down War 10
Year 10-12
American grit. All of Steinbeck's novels are good
Schlee The Vandal Adventure 20Year 10-12 Good adventure story
6
Rendell R Mysterious Crime/Thrillers 30Year 10-12
All of Rendell's fiction is fantastic. She also writes as Barbara Vine.
Rankin J Only one left Crime/Thrillers 40Year 10-12 Rankin never writes a bad thriller.
Pullman PSpring-heeled Jack Crime/Thrillers 40
Year 10-12 Pullman is always amazing.
Pullman PThe Ruby in the Smoke Crime/Thrillers 40
Year 10-12 Pullman is always amazing.
Peters EliasA Morbid Taste for Bones Crime/Thrillers 30
Year 10-12 Good thrillers set during medieval times.
Mclean AWhere Eagles Dare Crime/Thrillers 10
Year 10-12 Jolly good chaps fighting the Nazis
Mclean AWhere Eagles Dare War 10
Year 10-12 Jolly good chaps fighting the Nazis
Leeson R Challenge in the Dark Adventure 40
Year 10-12 Good teenage book
Lawrence DSelected Short Stories Classics 40
Year 10-12
Lawrence's short stories are his finest writing: sex, death and miners.
Grisham John The Firm Legal thriller 20Year 10-12 Grisham makes you turn the pages.
Garner A The Owl Service Fantasy 40
Year 10-12 Strange supernatural happenings at night.
Austen JanePride and Prejudice Classics 10
Year 10-12 Great TV series, even better book.
Austen JaneSense and Sensibility Classics 10
Year 10-12 Great film, even better book
Austen JaneNorthanger Abbey Classics 10
Year 10-12 Gothic comedy.
Bates H.E.
When the Green Woods Laugh Adventure 11
Year 10-12 Very engaging autobiography
Bates H.E
Fair stood the Winds for France War 11
Year 10-12 Very engaging autobiography
Bates H.E The Triple War 11 Year Very engaging autobiography
7
Echo 10-12
Bronte EWuthering Heights Classics 15
Year 10-12
Passion, death, hatred and love all on the Yorkshire moors.
Bronte A Agnes Grey Classics 16Year 10-12 Lesser known Bronte classic
Chaucer GThe Canterbury Tales Classics 50
Year 10-12 Rude, witty stories set in medieval times
Chesterton GKThe Best of Father Brown Classics 15
Year 10-12 Comic detective stories -- a little dated now
Christie APoirot Investigates Crime/Thrillers 10
Year 10-12
The classic detective stories. The French detective discovers skullduggery!
Collins W The Moonstone Classics 50Year 10-12
The great mystery story about a precious gem which brings ruin to anyone who handles it.
Defoe DRobinson Crusoe Classics 40
Year 10-12 The ultimate castaway book.
Dickens CA Tale of Two Cities Classics 40
Year 10-12
Revolution in France, trouble on the streets of London
Dickens CThe Old Curiosity Shop Classics 60
Year 10-12
A horrible, evil dwarf, an innocent girl and a bizarre shop.
Dickens C Hard Times Classics 50Year 10-12
Trouble up North with nasty factory owners.
Dickens C Little Dorrit Classics 60Year 10-12 Debtors' prison and lashings of mysteries.
Dickens CNicholas Nickleby Classics 60
Year 10-12 School! And what a terrible one it is!
Dumas AlexanderThe Three Musketeers Adventure 40
Year 10-12
Loads of adventurers with these squashbucklers.
Dumas AlexanderThe Man in the Iron Mask Adventure 40
Year 10-12
More marvellous adventures in France. Good Leonardo Di Caprio film too.
Dumas AlexanderThe Queen's Necklace Classics 40
Year 10-12 Another fantastic French adventure.
Durrell GeraldMenagerie Manor Animals 30
Year 10-12
Comic recollections of an amazing animal lover
Eliot G The Mill on the Classics 50 Year Victorian adventure. The story of a brother
8
Floss 10-12 and sister who have a terrible falling out.
Fitzgerald Scott FThe Great Gatsby Classics 20
Year 10-12
A marvellous mystery story about a man whose past is full of dark secrets
Gaskell ElizabethWives and Daughters Classics 50
Year 10-12
Stepmothers and daughters who attempt to get important men's attention.
Graves RobertGoodbye to all that Classics 50
Year 10-12 First World War Drama.
Green RogerTales of the Greek Heroes Classics 50
Year 10-12 Classic retelling of the Greek myths.
Griffith H.V. Foxy Animals 30Year 10-12 Animal magic.
Grimm JGrimm's Fairytales Fantasy 40
Year 10-12
The first and the best fairystories to be written down
Hardy ThomasThe Major of Casterbridge Classics 60
Year 10-12
A drunk man sells his wife and becomes a respectable mayor. Then his past catches up with him.
Harris RThe dividing Sea War 50
Year 10-12 Lots of guns and explosions
Hawthorne NThe Scarlet Letter Classics 30
Year 10-12
A woman has to wear a scarlet letter because she has had sex before marriage.
Henshall D Starchild and Witchfire Adventure 30
Year 10-12 Spooky stuff!
Herriot J
It Shouldn't Happen to a Vet Animals 20
Year 10-12
Comedy about a poor vet who has to endure all sorts of humiliations
James HThe Turn of the Screw Classics 20
Year 10-12
Great mystery story about a governess who thinks her pupils are talking to ghosts
James PDThe Black Tower Crime/Thrillers 30
Year 10-12 Good, suspenseful thriller
James L Running back Sport 30Year 10-12 Good adventure story
Kennedy MThe Constant Nymph Classics 20
Year 10-12 Love story
Kipling RThe Jungle Book Animals 50
Year 10-12 Famous fantasy
9
Kipling R Kim Classics 40Year 10-12 Great film, even better book
Kipling R Stalkey and co Classics 20Year 10-12 Boys much around at school
Kipling RPlain Tales of the Hills Classics 40
Year 10-12
Tales about life in India during the time of British rule
Le Carre JohnThe Russia House Crime/Thrillers 30
Year 10-12 Good comedy thriller
Levi PIf Not Now, When? War 50
Year 10-12
All of Levi's book about the Holocaust are amazing
Ludlum RobertThe Scarlatti Inheritance Crime/Thrillers 30
Year 10-12 Action-packed thriller
Melville H Moby Dick Classics 70Year 10-12 A whale of a book!
Miss Read Village school Green Issues 60Year 10-12 Lovely village drama
O'Brien PThe Fortune of War Adventure 30
Year 10-12 Lots of gun battles at sea.
O'Brien PDesolation Island Adventure 30
Year 10-12 Lots of gun battles at sea.
Pasternak B Doctor Zhivago Classics 70Year 10-12
Great film, good TV programme and even better book.
Peake M Gormengast Fantasy 60Year 10-12 Weird, freaky stuff.
Remarque EAll Quiet on the Western Front War 60
Year 10-12
The ultimate anti-war book set in the trenches.
Sackville-West Vita
The Edwardians Classics 60
Year 10-12 Great history.
Sayers DBusman's honeymoon Crime/Thrillers 40
Year 10-12 Great detective stories.
Sharpe TBlott on the landscape Humour 30
Year 10-12
Comedy about a poor lecturer who has to endure all sorts of humiliations
Shute N Most Secret Adventure 30Year 10-12 Romance
Shute N Pied Piper War 30 Year Romance
10
10-12
Shute N Most Secret War 30Year 10-12 Romance
Sleigh B Winged Magic Fantasy 30Year 10-12 Interesting fantasy
Somerville E The Irish RM Adventure 30Year 10-12 Comedy set in 19th Ireland
Sparke MThe Abesse of Crewe Humour 30
Year 10-12 Trouble with the nuns.
St. John C CA Horse of her own Animals 5
Year 10-12 Good animal stories
Swift JGullivers Travels Classics 40
Year 10-12 The most famous allegory ever written
Trollope A The Warden Classics 40Year 10-12 Gentle 19th century comedy
Trollope ABarchester Towers Classics 40
Year 10-12 Gentle 19th century comedy
Trollope AThe Eustace Diamonds Crime/Thrillers 30
Year 10-12 Gentle 19th century comedy
Verne J
Twenty Thousand Leagues Under The Sea Classics 30
Year 10-12 Submarines and nasty Captain Nemo
Watson JWhere nobody sees Adventure 20
Year 10-12 Good adventure story
Webb M Precious Bane Classics 20Year 10-12
Girl has hare-lip. No wants to be her friend. What does she do?
Wilde N Death Knell Crime/Thrillers 30Year 10-12 Great thriller
Williams G The Complete Molesworth Crime/Thrillers 30
Year 10-12 Funny school story
Wyndam JThe Day of the Triffids Adventure 50
Year 10-12
Scary sci-fi thriller about plants who attack people
Zola Emile The Earth Classics 60Year 10-12 A classic novel I haven't read yet.
11
A Specific Reading List For Year 12 English Language Students
Comprehensive reference booksThe Cambridge Encyclopaedia of the English Language: David Crystal (CUP)The Oxford Companion to the English Language: ed. Tom McArthur (OUP)Suitable for use in the classroomDiscover Grammar: David Crystal (Longman) – very clear and user-friendly *Rediscover Grammar: David Crystal (Longman: 3rd edition) – good for revision **Making Sense of Grammar: David Crystal (Longman) – a valuable resource **Mastering A level English Language: Sara Thorne (Macmillan) – thorough andsystematic **Varieties of English (2nd Edition): Dennis Freeborn (Macmillan) **Living Language: George Keith & John Shuttleworth (Hodder & Stoughton) – verypracticalWorking with Texts: Ronald Carter, Angela Goddard et al. (Routledge) – student-friendly approachYour Own Words: Judith Wainwright and Jackie Hutton (Nelson)General books accessible to studentsThe Story of Language: C.L. Barber (Pan Books)Introduction to English Language: Blake and Moorhead (Macmillan)The English Language: ed. W.F. Bolton and David Crystal (Sphere History ofLiterature)Mother Tongue - The English Language: Bill Bryson (Penguin)The English Language: Robert Burchfield (OUP)The English Language: David Crystal (Penguin) *Style - Text Analysis and Linguistic Criticism: Dennis Freeborn (Macmillan)Introducing Stylistics: John Haynes (Routledge)The State of the Language: Philip Howard (Penguin)The Story of English: McCrum, MacNeil & Cran (Faber)Variety in Contemporary English: W.R. O'Donnell and Loreto Todd (Routledge)
12
Language: the Basics: R. L. Trask (Routledge)
General books more suitable for teachersInvestigating English Style: Crystal and Davy (Longman)Analysing Talk: David Langford (Macmillan)
Systems of language and grammar or specific aspects suitable for individual use by studentsThe Frameworks of English: Kim Ballard (Palgrave)The Structure of English: Handbook of English Grammar: Michael Newby (CUP)**Explorations in Language: A.J. Tinkel (CUP)English Accents and Dialects: Hughes and Trudgill (Edward Arnold)International English: Hughes and Trudgill (Edward Arnold)Listen to Your Child: David Crystal (Penguin) – acquisition of languageSee also David Crystal's publications on grammar listed above as 'Suitable for use in the classroom'GCE AS and A ENGLISH LANGUAGE 50
More suitable for teachersThe Oxford English Grammar: Sydney Greenbaum (OUP)English Grammar for Today - a new Introduction: Leech, Deuchar, Hoogenraad(Macmillan) provides a very clear model of grammarDescribing Language: Graddol, Cheshire and Swann (Open University Press)An A-Z of English Grammar and Usage: Geoffrey Leech (Edward Arnold)A Communicative Grammar of English: G. Leech and J. Svartvik (Longman)
13
Writing to entertain, explore and imagine
The importance of structure and theme
You need to have an idea of what it is you want to say or explore: what is your theme?
MAKE IT PERSONAL!!! Here are some pointers to help you FIND YOUR THEME:
The Story Of My Life
The details of your birth? Where were you born? Was it a traumatic birth?
Caesarean section?
Your first memories: your first smell, your first accident, your first day at school, sisters, brothers.
Your parents: their jobs, their personalities.
14
Traumatic incidents: being told off, teachers you liked and teachers you didn’t,
Moving to secondary school
Your friends at Coopers’
The time when you got into the most trouble
Popular themes arising from personal investigations are:
Parental conflict (Catcher in the Rye, The Curious Incident Of The Dog)Hatred of school, of politicians, teachers, doctors, of life (Pink Floyd’s The Wall, Great Expectations)
15
The nightmare of growing up – think about WHY growing up is such a nightmare (Great Expectations and Catcher in the Rye)The wonder of early memories
Genre
You need to read widely in your chosen genre. WORK OUT WHAT THE CONVENTIONS ARE OF YOUR GENRE.
16
The importance of planning
Here’s an outline for a novel I’ve been attempting to write. The plot is now much changed, but it gives students an idea about what’s involved with planning an extended piece
Plot Outline for Last Day Of Term 16 th August 2007
The two narrators: John Pongrácz, a sixteen-year-old boy, pupil at Gilda Ball Academy. His first person narration is denoted by bold type.
Martin Hick, Head of English at Gilda Ball Academy. His first person story is denoted with ordinary type.
Other characters:
Sam Ndlova – the Headteacher, called the Principal
Helen Holmes – Martin Hick’s wife.
Letitia Ndlova – Sam’s wife.
Henrietta Duncanson – the exams secretary and governor of the school.
Pupils: Moose, Azizur, Gary Hart,
17
Act 1
The Last Day Of Term July 18th 2002
John Pongrácz narrates in the first person. He tells how he steals the Headteacher’s mobile phone and then follows Sam after school and finds out that he is having an affair with Martin Hick’s wife. He illustrates how he has been inspired by Martin Hick but also talks about the pupils who have been humiliating Hick, who are Abdi and Mosul, Gary Hart and Candy Crabtree. Anecdotes showing their humiliation of Hick. Details about Pongracz’s homelife: his great-uncle, the Count Zoltan, and his mother, Magda. The lack of a father. The way he is bullied by his friends, Moose and Azizur, into stealing the laptop.
We learn that the old Principal has retired and is being replaced by his protégée Sam Ndlova. The old Principal was liberal and weak, and didn’t have a grip on the school.
The Last Day Of The Holidays September 1st 2002
Hick’s targets for the holiday: to get his marriage back on track. We learn about his city break to Budapest with Helen. Hick enjoys the history of the town, but Helen hates the miserable brutality of the history. She’s fed up with her job in publishing, wishing that Hick would get promoted and liberate her to do her pottery, to live her life a bit with the children. She feels trapped by work. Hick does not. She would have much rather go away to the Alps (where Sam has gone with his wife).
Hick spends the rest of the holiday with Helen’s mother, Jos, in her coastal house. He has a close relationship with her. He has set himself the target of improving his seven-year-old’s reading and maths, which he manages to do. To his astonishment
On GCSE results day, he is called by Sam in a panic stricken fashion. The school is going into Special Measures because of its poor results. Martin is harassed by Henrietta Duncanson for his poor results and feels ashamed to look some of his failing students in the eye. He feels he has failed them. With renewed vigour, he draws up an action plan to improve their attainment. He works with Sam to improve things.
The Last Day Of Term 18th October 2002
18
Assembly: Sam talks about how everyone should work harder and does a juggling act for the school, which would be impressive except for the fact that he drops the balls at the last moment.
First lesson: More humiliation of Hick by Abdi and Mosul, as he is being observed by Ofsted. Pongracz observes this and feels sorry for Hick. Hick uses Pongracz’s biography of his great uncle as an example of great coursework. Ofsted think Pongracz was cheating – which he wasn’t
Then Pongracz is informed he has to see the head about the incident at the war museum. This leads into:
Memory: A few week earlier, Pongracz goes on a trip to the war museum with a lesbian Marxist teacher, Miss Renton. He steals the bags of Abdi and Mosul and pretends to be a suicide bomber as a joke outside the museum. He also talks to Miss Renton about his great-uncle questioning whether Pongracz’s mother was making it up about the Count being in the Holocaust. This sounds as though Pongracz thinks the Holocaust was made up, which he doesn’t. He also asks to see Miss Renton’s tattoo which she interprets him as asking that she should take her clothes off. At the time, Pongracz isn’t aware he has done anything wrong but the next day he is accused of being a Holocaust denier, a racist for pretending to be a suicide bomber, a thief, and guilty of sexual harassment for asking Renton to take her clothes off.
Pongracz waits behind to see Hick, who is teaching another Year 9 class. Gary Hart and Candy Crabtree humiliate Hick.
Pongracz observes that Hick is very nervous about Ofsted.
The day ends with Pongracz being suspended from the school. The reader thinks he is out completely. Hick goes home with Pongracz, meets the Count and learns that Pongracz was in fact Jewish from the Hungarian story.
The Last Day Of Term 20th December 2002
Interview day for the Deputy Head post at the school. Hick is prepared and ready. Nervous. It is the last day of term, but an emergency interview has been held because the person who got the Deputy Head post previously, has refused to take the job, getting a post at a better school. So there are “re-interviews”. Atmosphere of chaos.
19
First lesson: culmination of the humiliation of Hick by Abdi and Mosul in Sixth Form lesson. Not listening at all. We notice though that Pongracz is back in the class. Hick has fixed things for Pongracz by really sticking his neck out. Hick has shown that Pongracz is Jewish and that it would be absurd to think he is a Holocaust denier. He also engineers an apology with Renton.
Second lesson: Year 9, Gary Hart and Candy Crabtree really humiliate Hick and lead a mass riot.
He has to go from this lesson to the interview, which goes badly with Sam. Sam says that Martin has gained poor results, has a poor discipline record. Martin is virtually in tears at the end of it.
Martin walks out of the interview. Thinking all is lost. He hates Sam, knowing that Sam is shagging his wife. For the first time in his life, he feels really violent.
He lies in wait for Sam after school and accosts him. They get into a fight. Sam easily beats Martin, saying you’re finished. You’ll never work again. We truly think Martin has had it.
Act 2
The Day Of The Christmas Holidays January 4th 2003
Pongracz is observing Martin and Helen’s house. He hasn’t seen Helen at all. He’s seen quite a lot of Hick over the holidays. They’ve become real friends. Hick has become like a surrogate father to Pongracz. On the first day of the holidays, Martin has told him that he probably won’t be working at the school anymore. Things haven’t worked out. A little later on in the holidays, Martin tells him that he may be back at the school. He seems excited, happier: Pongracz doesn’t believe him, he thinks Martin is only saying that to give some hope. Magda, Pongracz’s mother, is very grateful for all Martin has done for Pongracz. There is a sense of mystery here, but also a sense of developing relationship with Pongracz.
The Last Day Of Term February 18th 2003
20
Hick is now, surprise-surprise, acting Principal of the Academy. We see him walking around the school with the governors of the school, and Gilda Ball, who has supplied the money for the academy. Sam is not mentioned. He talks to them about how he is going to improve things: his talk is full of jargon. He is going to raise standards by listening to the students, meeting their concerns, and introduce more “democratic” structures into the school so that the pupils feel they have a real stake in their school. He will introduce more courses that “meet their needs”.
Flashbacks: Sam coming to see him after the fight, apologising and saying that he has actually given Martin the Vice Principal job.
He says that he is in love with Helen, that he hates working at the school, that he’s leaving. Martin receiving a distraught call from Letitia, Sam’s wife, saying that Helen has ruined everything. Very tense during the holidays with Helen. Martin and Helen have Christmas at her mother’s, but agree to split after that.
Sam comes into school on the first day of term and briefly tells the staff he is leaving. He apologises but says he has personal reasons for this. He doesn’t anticipate he will ever return to teaching.
Helen and Sam disappear. They have gone travelling.
Jos, Helen’s mother, comes and looks after the kids. At weekends, he goes to the coast where Helen’s house is. He feels OK about the new situation.
During the holidays Martin meets the governors. He tells them that Sam was spreading a lot of lies about him and that he should be given a chance to be Acting Principal, giving them time to conduct interviews.
Next meeting, democracy in action. A tour of the school with Pongracz, Azizur and Moose, who are now School Captains. They give him a hit list of all the drug dealers in school, the bullies, the trouble-makers, the crap teachers. Martin asks them for solutions. At first their solutions are quite reasonable, but then they become more and more vague, like “we could sort them out if you like”. Martin says that they should never, ever resort to violence.
The Last Day Of Term March 30th 2003
21
Pongracz and Moose have got hold of Gary Hart before school starts and have told him that he will die if he plays up in the lessons.
Ofsted are back in school. Pongracz and Martin give them a tour of the school. Everything is in perfect working order. Sixth Form Prefects are monitoring everything.
The teachers are subdued but getting on peaceably. The teachers are frightened of Pongracz and of Martin. Martin has boosted results by insisting upon coursework being of top quality.
At the end of the day, Martin visits Pongracz at home. He is now a very regular visitor. He is flirty with Pongracz’s mother. Martin feels the only problem they now have are the exams.
Pongracz complains about Henrietta Duncanson the exam secretary. Martin says, “Yes she is awkward, isn’t she?”
The Last Day Of The Easter Holidays April 13th 2003
Martin visits Magda, Pongracz’s mother and tells her that the situation for exams secretary is now vacant. He sleeps with Magda. Pongracz is incredibly happy. They go holiday during the holidays and it feels like finally they all have a real family.
Bush has “won” the Iraq war.
Martin has niggling concerns about the school. Staff absenteeism and an annoying union rep.
Act 3
The Last Day Of Term May 30th 2003
22
Pongracz is sitting his AS exams. He is very confident. He has photocopied all the exam papers. He has given copies of the papers to the relevant pupils. They have used the internet to find the correct answers. He is absolute top dog of the school. The pupils are terrified of him. He loves bullying them.
Martin is now living with Magda. Pongracz finds he feels jealous of Martin’s real children who he sees at weekends at Jos’ house on the coast. Jos doesn’t like Pongracz, he is too much of the street, too poor for her. She resents losing Martin herself.
Trouble in Iraq rumbles on.
Pongracz confides in the Count. He has no one else. He feels guilty about all the bad things he has done: he has beaten in a lot of kids. He feels bad about Abdi and Mosul in particular, who were basically stabbed because of him.
The Count tells him the last section of the Hungarian story. The bit set in the Holocaust, where there was an orgy of violence.
The Last Day Of Term 19th July 2003
Martin has won. He has been told that day that school is out of Special Measures and he has been made permanent Principal of the school. His teachers are efficient and do their jobs properly. He feels confident to harass any teacher who does not attend the school properly. He has sacked the annoying union representative.
Trouble in Iraq has rumbled on.
He meets Pongracz and asks him to be Head boy next year (again). John shakes his head. He doesn’t want to. Martin asks whether it’s because he has now split up with Magda (which he has). John shakes his head. He just doesn’t believe in it all anymore. John is going to go travelling with the Count during the summer.
The parting of the ways: John will finish his time at the school next year but it’s clear that Martin will have to find another henchman. Up steps Moose.
23
Martin is left with a feeling of emptiness, but there is a sense that John has a sense of jaded hope for the future. He wants to explore and investigate, not be trapped by the institution. Listening to his great uncle’s story has made him see that.
Part One DRAFT ONE
The Last Day Of The Summer Term – July 2003
1am
My s snap open. Yellow light dribbles thru the thin curtains, making the fabric look like spit thats bean on the pavement 2 long.
Theres this familyur horse, rasping noyse in the darkness. I try 2 block my ears but it aint no good, the words keep coming thru in
my great-uncle’s old-style Hungarian: “Anna, Anna, theres no need 2 go! There’s no need, I can arrange it for you! Laszlo has sed
he will look after u…”
And a little later: “My socks are falling down! Where r my suspendas?”
And then a few minutes after that: “János, is Laszlo’s jeep ready?”
24
The thing is, I’m bovverred, I’m very bovverred, and I know I shuldnt b. Its at times like these that I wish I had a MP3 player, or even
a Walkman, or even better, a Gameboy. Just imagine the amazing feeling of playing Pokemon thru out the night. Then I’d have
something else 2 occupy me through the night. But I dont. And I am forced 2 listen.
2 distract myself, I txt Preshus. “U up? Im playing on GB. Pokemon. Gtin nr Mewtoo. Wot u doing? Lol. Xxxx.”
I wait. My great-uncle continues growning about hs sister Anna and his friend Laszlo, and somefing called the Arrow Cross. I put
my head over the pillows, trying to block out the noyse, waiting 4 a reply from Preshus. Shes normally up at this time, usually on
MSN and watching TV. She always tells me 2 go on MSN but since we don’t have a computer in the house, or internet or anything,
I have to tell her that my mum wont let me go on the computer and the only thing I got is the GB and my fone.
Then, the cry cums. The one Ive been dreding. My greatuncle has stopped having his nightlynightmare and halfwoken up. Even
though the covers r drawn over my head, I know his big, dark eyes are peering at my bed and his big, bony hand is reaching across
to my bed. We only have a tiny room and he always reaches, shaking the frame of the bed. He says softly in that posh English-
Hungarian accent hes got: “Just a little cup of richly textured cocoa if you please.”
I pull the covers more tightly over my head and think 2night, it’s gonna 2 be different, 2night I am not going 2 make him his cocoa.
I am not.
25
Just then Preshus txts me: “U gotta meet GMF by bins 2mrrw. We miss u :( Cum :) Lolxxx.”
I breefe in deeply. Since I finished my GCSEs, I aint seen the Preshus or the GMF hardly at all. Been stuck with the Cunt -- who
won’t stop rattling my bed.
“János, János, just a little cup of richly textured cocoa if you please,” he croaks.
It’s always the way he says my name which drags me out of bed. You see, he says it with such feeling, he says it in such a way
that you think I could save his life. It also makes me think: he used 2 have a butler called János. Is he calling for him or for me?
When he’s half asleep like this, it’s difficult 2 know.
Swinging my legs out of the bed, I think about Preshus, her missing me. That gives me a sort of warm feeling. The GMF need me.
That makes me think more nicely about my great-uncle. I stare down down at his long nose, his sad, moist eyes and gently nudge
him. This strange thing happens 2 me when I see him: I s2p hating him. When I’m lying in bed forced 2 listen 2 his coughing, his
snorting, his humming, his grumbling, I really hate him: I hate his old man smell, his old man talk, his old man complaining, but then
when I look at him, this sliver of pity stabs through me like I’ve trod on a shard of broken glass.
It’s his face. In the dribbly yellow darkness of the cramped room, the shadow cuts up his cheeks, making him look painfully thin –
even thinner than he actually is – and his long, sharp nose has this droopy quality which reminds me of a toucan that lost its perch.
26
Slowly, his s flutter open as I keep nudging him. “Your Excellency, your excellency, it’s all right, it was only a bad dream,” I say. I
have 2 call him “your excellency” cos he’s actually a “Cunt” – a Hungarian Cunt.
Eventually, he wakes up and his s stare at me.
The Larst Day Of The Summer Term – July 2003 DRAFT TWO
1am
-- Anna!
The name crackles in my mind -- fizzing n spitting -- morphing in2 a person -- a booteful purson -- a gorejus woman
rippling in a white dress billowing at the waste -- larffing in the SePia light of Buda-Pest -- her smile twinkling as she
twurls her parasol along the street -- I larff too -- Im so happy -- Im holding her hand -- Its tight and warm and Ive
never-ever bean so happy cos this aint the Buda-Pest I new when I woz small -- the scuzzy, boring, blocky Buda-
Pest of high-risers and drizzle -- this is the amazing pre-war Buda-Pest of my great uncles dreams-- Its miraculous
cos Ive time travelled and Im back their -- walking with Anna -- who looks alot like mama -- a happier mama than
Ive ever known -- dancing and singing in the blackandwhitemovielight of Andrassy Avenue -- buttery wafts of
pastry billowing out of the bakery doorways -- horses clipclopping down the Vasttree-lined avenue--
27
-- Lazslo!
The name plastocines into a handsome name walking towards us -- glossy black hair swept to one side CaryGrant
Style -- his keen black eyes surching the ambling crowd for us -- he runs towards us in his grey flannel suit when he
sees us -- his brogues shining in the scratchylight -- We Wave -- We Run to meat him--
And then suddenly I am watching Lazslo kiss Anna and Ive never felt this happy cos this is what Ive wanted like
nuffinkelseintheuniverse--
And Ive made it happen--
My s snap open--
Yellow light dribbles thru the thin curtains, making the fabric look like spit thats bean on the pavement 2 long-- Theres this familyur
horse, rasping noyse in the darkness-- I try 2 block my ears but it aint no good, the words keep coming thru in my great-uncles old-
style Hungarian:
-- Anna, Anna, theres no need 2 go! Theres no need, I can arrange it for you! Laszlo has sed he will look after u…
28
And a little later -- My socks are falling down! Where r my suspendas?
And then a few minutes after that: -- János, is Laszlos jeep ready?
The thing is, Im bovverred, Im very bovverred, and I know I shuldnt b-- Its at times like these that I wish I had a MP3 player, or even
a Walkman, or even better, a Gameboy-- Just imagine the amazing feeling of playing Pokemon thru out the night-- Then Id have
something else 2 occupy me through the night-- But I dont-- And I am forced 2 listen--
2 distract myself, I txt Preshus-- U up? Im playing on GB. Pokemon. Gtin nr Mewtoo. Wot u doing? Lol. Xxxx.
I wait -- my great-uncle continues growning about hs sister Anna and his friend Laszlo, and somefing called the Arrow Cross -- I put
my head over the pillows, trying to block out the noyse, waiting 4 a reply from Preshus -- Shes normally up at this time, usually on
MSN and watching TV -- She always tells me 2 go on MSN but since we dont have a computer in the house, or internet or nuffink, I
have to tell her that my mum wont let me go on the computer and the only thing I got is the GameBoy and my fone --
Then, the cry cums -- The one Ive been dreding -- My greatuncle has stopped having his nightlynightmare and halfwoken up --
Even though the covers r drawn over my head – I no his big, dark eyes are peering at my bed and his bigbony hand is reaching
across to my bed -- We only have a tiny room and he always reeches shaking the frame of the bed -- He says softly in that posh
English-Hungarian accent hes got: “Just a little cup of richly textured cocoa if you please --”
29
I pull the covers more tightly over my head and think 2night, it’s gonna 2 be different, 2night I am not going 2 make him his cocoa --
I am not --
Just then Preshus txts me: U gotta meet GMF by bins 2mrrw. We miss u :( ave u hrd abt hicky?! Cum :) Lolxxx
I fiddle with my fone, txting back: -- Wot abt hicky?
Theres a pause during which I wonder more about what she could be talking about -- Hicky never normally associated himself with
the GMF --
Then the text cums: He gt sacked!
KEY QUESTION: How and why have the drafts changed? What can you learn about your own writing from this drafting
process?
30
The importance of audience and purpose
Read this piece written by me in the TES 27 August 2007 and consider the audience and purpose
The re-marking lottery
Any experienced Head of Department knows that results' day can be a nightmare. The worst problem to deal with is the sobbing student, often accompanied with the angry parent, brandishing a tear-stained results' slips, exclaiming in loud and outraged tones that there's no way he or she could have got their sub-standard score, and that the examiner must have got it wrong. It's usually at this point that many teachers might suggest that the candidate should apply to the examination board to have the exam re-marked. In my current school, a large comprehensive in outer London, candidates have to pay to have their script assessed again: the school simply cannot afford the cost of re-paying for re-marks. This is the case in most schools: re-marking is a very expensive business. Depending upon the board and the exam, fees for GCSE remarks are usually £23 or more while A Level re-marks are £35+. This is merely the cost for having a script re-assessed for the first time: if a candidate isn't happy with that re-assessment and asks for their script to be looked at for a second time by a more senior examiner, the fee rises yet again usually to £78. If, after that, a candidate still isn’t happy, then he or she may have his script scrutinised by the independent Examination Appeals Board, and this will cost in the region of £130. If a script’s mark is changed, then the fees are waived, but nevertheless it is quite nerve-wracking to “gamble” all this money on a mark being changed.[1]
Year on year, the demand for re-marks has increased by thousands. In 2003, 38,440 GCSE scripts were re-marked[2]; last year, the figure was 62,397[3]. That's an increase of 23,957. I expect this year the figure will be even higher. Savvy and wealthy pupils, parents (and schools) have
31
noticed that while the number of candidates asking for re-marks has ballooned, the percentage of candidates having their marks changed has remained approximately the same. In 2003, roughly 25% of students -- just over 10,000 candidates -- had their grades changed because of re-marks[4]. In 2006, the figure was more or less the same at 23% with 14, 197 candidates having their grades altered[5]. Either that means exam marking has become a lot worse, or a vigilant candidates have unearthed a great deal more sloppy marking. These statistics give every incentive to a disgruntled candidate to contest their marks if they have money to burn: nearly a quarter of grades are changed when they are challenged.
The only way to stop the rot is to ban individual re-marks altogether. At the moment, the system overwhelmingly benefits wealthier students who can afford to pay the exorbitant fees that are required to have a script re-marked. They are beginning to milk the system in ever increasing numbers, playing the re-mark lottery in the hope that their grade will go up. Instead, there needs to be a much fairer system all round. With A Levels, candidates need to secure places at universities much earlier, perhaps gaining acceptance to colleges with their AS results and so there isn’t this mad stampede for re-marks if they fail to attain the right grades for their preferred institutions. And with all of the exams, the Examination Appeals Board (EAB) should step in much earlier if there has been slip-shod marking. At present, the EAB only listens to a tiny handful of cases.
Currently, a partisan inquiry into a batch of scripts, conducted by the exam board itself, only happens if a number of individual scripts have had their marks altered. Of course, schools or parents have had to pay a great deal of money to the exam boards before an inquiry into a group of scripts is instituted. More often than not this never happens -- and poor examiners are not rooted out.
32
At the moment, we have a chronically unfair system whereby everyone benefits except the economically disadvantaged student. The exam boards rake in the money from the re-marks and the wealthy student takes a punt on getting his grade put up. Meanwhile, the rest are stuck with their grade, right or wrong.
How is this article different in audience and purpose from the following?
How you can win your school appeal – The Times March 2008
In despair after your child didn?t get the first choice? For parents who won?t take no for an answer, here's some advice
The Government’s announcement this week that parents who have not got their child into their first-choice school should appeal promises to cause mayhem in educational establishments throughout the country.
I should know, because I teach in a top-achieving comprehensive in outer London. In the past, parents angry that their child has failed to gain a place have phoned sobbing, shouted abuse at staff and, in one extreme case, staggered around drunk on the premises raging against the “injustice” of the system. During the research for my book Parent Power — The Parents’ Guide to Getting the Best Education for Your Child, I spoke to a number of parents whose children had been rejected by popular schools. They all told me about their bitter disappointment. Most of them felt that their
33
child’s life would be harmed if he or she attended the school they had been offered. Many of them followed the Government’s current advice and appealed against the decision.
Then their fun really began. Mounting a “school appeal” is a time-consuming and nerve-racking business. Furthermore, contrary to government propaganda, statistics show that it is often unproductive: roughly one fifth of appeals do not succeed. This is largely because many parents mount emotional appeals that their child needs a place because he likes the look of one school over another, or because his best friend goes to the school, or because he is too clever to go to a poorer-performing school. These reasons will never succeed because they are not based on what are known as a school’s “admissions criteria”, the rules by which it chooses its pupils. If a parent’s appeal is going to succeed, he or she must prove that the school did not apply its admissions criteria correctly or that the problems faced by the child in going to another school outweigh the trouble for the school in admitting the child. A third of completed applications are faulty: forms are not filled in fully, vital questions are incorrectly answered, crucial evidence is not provided. The net result may be that a child is not offered a place simply because bamboozled parents have not mastered the bureaucracy of the process. It is crucial to read the guidance issued by the school to the letter: one tiny slip-up can mean rejection.
Usually, the school or local authority website provides all the relevant details. Above all, your appeal will need to show that your child does indeed meet the school’s admissions criteria. I have known parents measure the distance between the school and their home with rulers to show that they do indeed live within the catchment area. Other parents trying to get their child into faith-based schools pester their religious leaders for detailed references, in some cases attempting to butter them up with “donations”. In one case, a parent actually pretended to be a pastor in order to get his child into a Christian school.
34
My advice is always to be honest but put absolutely everything you can think of into your appeal. This could mean showing that your child has aptitude in the school’s “specialisms”, such as drama or sports, or that your child would benefit immeasurably from the unique curriculum the school offers, or that he has special educational needs that can only be catered for at your preferred school. With religious schools some are vague, just asking for evidence that you are practising in that faith. Others are much more hard-nosed, demanding proof of regular church attendance for at least two years. Appeals are not adjudicated by the school or local education authority, but independent “lay” people, usually drawn from the local community. They will consider all parents’ points, including those not part of the school’s admissions criteria. If there are “special considerations” you will need to spell them out fully. I have known of parents who have confessed at appeal meetings that they are ill or disabled, which means their child needs to go a school which is easily accessible by train or bus but not necessarily the closest school, and have succeeded with their appeal. The panel has the power to ignore a school’s admissions criteria.
However, parents do have to bear in mind that they are the biggest single influence upon a child’s results and happiness. A huge amount of systematic and reliable research has shown that children will do well at more or less any school if they are supported positively by their parents.
What are the key features of:
Writing to persuade
Writing to advise
35
36
A worksheet to assist with the drafting process for coursework
Good rough draft of pieces to Mr Gilbert by 20th December.
Final deadline for coursework to Mr Gilbert: 20th February 2008.
Final outcomes: Purpose: writing to imagine, entertain and explore.Audience: Year 7 pupils.Form: short stories.
Commentary on this story, exploring your use of language with reference to the audience and purpose of the story. Include a rough draft which is MARKED and photocopies of STYLE MODELS.
Purpose: writing to advise.Audience: Parents of teenagers.Form: Leaflet.
Commentary on this leaflet, exploring your use of language with reference to the audience and purpose of the story. Include a rough draft which is MARKED and photocopies of STYLE MODELS.
Process for short story
1. Interview Year 7 pupils about the stories they like. Question them about lexis (vocabulary) they like and enjoy, sentence structures they like and enjoy (simple, complex and compound) genres they like, narrative structures they like, themes they like, the pragmatics they enjoy. Take notes.
2. Read relevant style models (YOU MUST READ WIDELY ABOUT THIS) and photocopy them.3. Plan your story so that it meets the requirements of the genre, thinking very carefully about YOUR AUDIENCE (what they like and what
grips them) and YOUR PURPOSE. Make sure your story has an OPENING, COMPLICATION, CRISIS, CLIMAX AND
37
RESOLUTION. Think very carefully about your language choices. Pay GREAT ATTENTION to the requirements of the genre, and how you are similar and different.
4. Write a draft and show it to pupil. Listen to their response and improve your story as MUCH as you can.5. Write commentary following the guidelines on pages 187-9 of your AQA B text book. DISCUSS YOUR AUDIENCE AND PURPOSE
IN GREAT DETAIL, referring to how you met the demands of your audience in the language you used, discuss your purpose in the same way too. MOST OF THE MARKS in your commentary are gathered by showing you have pinpointed and targeted your work at a specific audience through your use of language.
6. Improve your draft, thinking particularly about language choices. Hand in your draft to Mr Gilbert for marking.7. Improve your work for a FINAL DRAFT.
Process for leaflet
8. Interview your parent/guardian about topics they would like advice about regarding teenagers. . Question them about lexis (vocabulary) they like and enjoy, sentence structures they like and enjoy (simple, complex and compound) genres they like, the discourse structures they like, themes they like, the pragmatics they enjoy. Take notes.
9. Read relevant style models and photocopy them.10. Plan your leaflet so that it meets the requirements of the genre, thinking very carefully about YOUR AUDIENCE (what they like and
what grips them) and YOUR PURPOSE. Make sure your leaflet is clearly structured and has the proper headings. Think very carefully about your language choices.
11. Write a draft and show it to your parent. Listen to their response and improve your story as MUCH as you can.12. Write commentary following the guidelines on pages 187-9 of your AQA B text book. DISCUSS YOUR AUDIENCE AND PURPOSE
IN GREAT DETAIL, referring to how you met the demands of your audience in the language you used, discuss your purpose in the same way too. MOST OF THE MARKS in your commentary are gathered by showing you have pinpointed and targeted your work at a specific audience through your use of language.
13. Improve your draft, thinking particularly about language choices. Hand in your draft to Mr Gilbert for marking.14. Improve your work for a FINAL DRAFT.
38
General guidelines: WHEREVER POSSIBLE USE YOUR OWN PERSONAL EXPERIENCE for both the story and leaflet. Avoid WELL-WORN topics such as DRUGS, SEX and VIOLENCE.
FORMAT FOR YOUR FOLDER:
Put the folder in the following order: TICK OFF THAT YOU HAVE DONE THESE THINGS.
1. Final draft of your short story.2. Marked rough draft of your story.3. Commentary on your story.4. Style models, with highlighted areas indicated what you have based your story upon.5. Final draft of your parents’ leaflet.6. Marked rough draft of your leaflet.7. Commentary on leaflet.8. Style models.
39
