P5 and P6 Parents English Writing Workshop for · 3/23/2018 · English Writing Workshop for P5 and P6 Parents Friday, 23 March 2018. Workshop Overview Part 1 (Continuous Writing)

English Writing Workshop for P5 and P6 Parents

Friday, 23 March 2018

Workshop Overview ● Part 1 (Continuous Writing)

● Part 2 (Situational Writing)

Continuous Writing

Workshop Outline ● Introduction to the Current Format

● Writing Strategies

● Planning a Story

● Improving the Language

Introduction to the Current Format

(Standard) EnglishWrite a composition of at least 150 words about a secret.

The pictures are provided to help you thinkabout this topic.

Your composition should be based on oneor more of these pictures.

Consider the following points when youplan your composition:● What was the secret?● Why was it kept a secret?

You may use the points in any order and includeany other points as well.

General Pointers

● MUST write on given theme and use at least one of the pictures

● The picture used must have a significant value in the story

● No additional credit for use of more than 1 picture

General Pointers● The bulleted points are provided to help the candidates

focus on the topic but it is not necessary to use them

● Story must have a good balance in introduction, development and conclusion, focusing more on development

Writing Strategies

Overview of Writing Strategies

PlanningStory Arc

ContentStory Beginnings

Conflicts

Twists

Story Endings

LanguageUse of Dialogues

Show not Tell

Five Senses

Transition-Action-Details

Write a composition of at least 150 words about an incident in an MRT train. The pictures, not arranged in sequence, are provided to help you think about this topic. Your composition should be based on one or more of these pictures.

Consider the following points when you plan your composition:❖ What was the incident?❖ How did it affect you and others in the

train?

Story Planning ● Pick out the theme

● Decide on the picture to be used

● Plan using a story arc

Story Planning - Story Arc

Resolution

Beginning

Rising

Actions

Climax

Ending

Beginning “Hey, Lynn! Wait up!” I called out to my

best friend as she was about to enter the MRT station. Lynn stopped walking and turned around. Her face lit up when she saw me. I quickened my pace and soon we were both walking towards the escalator.

Rising Actions The train was packed like sardines and we had

to hold onto the cold metallic poles near a door. Our nostrils caught the smells of sweat as bodies wet with perspiration stood beside us. Lynn and I hardly had any space to stand but somehow we managed to find a corner of the train where we continued with our conversation.

A group of five secondary school boys in similar uniforms of white and blue had boarded the train too. They were joking and laughing loudly.

There was another group of four youths who had boarded the train too. One of them tried to grab the overhead metal pole as the train started to move but he accidentally tripped and fell sideways, knocking one of the school boys.

Climax “Hey! Watch it!” The school boy was startled.

He had nearly lost his footing. “What? What’s your problem?” the youth shouted at him menacingly. The school boy felt a surge of anger rush through him. He levelled a fearless and unflinching gaze at the youth.

He thought that the youth was rather rude. The youth, on the other hand, thought that the school boy was spoiling for a fight and started to hurl expletives at him. By now, both groups were eyeing each other, their faces contorted with anger.

Resolution

Then, one of the passengers, an old Indian man, who had been witnessing the scene, stood up from his seat and patted the angry youth on his shoulder.

One of his friends placed an arm across his shoulder and led him out of the train. The rest followed quickly. The group of school boys wanted to go out of the train too but they saw some security and police officers on the platform. The boys stopped dead in their tracks and remained in the train.

Ending Lynn and I were glad that the incident did not escalate into a bloody fight. We shuddered at the thought of witnessing a real violent fight. We bade each other goodbye and went home.

Conventional vs Beginning with a Bang

Beginning - Conventional “Hey, Lynn! Wait up!” I called out to my

best friend as she was about to enter the MRT station. Lynn stopped walking and turned around. Her face lit up when she saw me. I quickened my pace and soon we were both walking towards the escalator.

Beginning - Conventional

It was a quiet Wednesday morning. The train station, as usual, had calmed down after the morning rush hour. Only a handful of people were standing around.

Beginning with a Bang “Hey! Watch it!” the school boy was startled.

He had nearly lost his footing. “What? What’s your problem?” the youth shouted at him menacingly. The school boy felt a surge of anger rush through him. He levelled a fearless and unflinching gaze at the youth.

Beginning with a Bang “Hey! Stop shouting at this young boy! What

he’s wearing is his choice. It is none of your business!” a loud voice boomed out of nowhere.

One of the commuters stepped forward and shouted at the Caucasian, who had earlier on, verbally abused the teen.

Improving the Language

Use of Dialogue

What is Dialogue?

The conversation that takes place between the characters of a story

Functions of Dialogues Dialogues:1. reveal character2. give necessary information3. move the plot along4. show what one character thinks of another character5. reveal conflict and build tension6. show how someone feels

reveals charactergives necessary information

moves the plot alongshows what one character thinks of another character

reveals conflict and build tensionshows how someone feels

“Failed? Again? How on earth are you going to a good secondary school like this?”

Father’s thunderous barrage of scolding rang through the house.




James croaked in agony.

“Stop, please, I beg of you,”




“Come on, come on! Hurry up! I am very late!”

I tapped my feet in sheer impatience as I grimaced at my brother, who was taking his time to wear his shoes.

EXAMPLE:Usage of Dialogues in a Narrative

While Mrs Lim had escaped unscathed from the accident, her loved ones were not spared from death’s cruel clutches. Mrs Lim wailed, her face bearing the wretchedness that she was experiencing. While I tried my best to comfort Mrs Lim, I was also shocked beyond words.

Usage of Dialogues in a NarrativeWhile Mrs Lim had escaped unscathed from

the accident, her loved ones were not spared from death’s cruel clutches.“Why did fate rob me of my dear husband and son? Why?” Mrs Lim wailed, her face bearing the wretchedness that she was experiencing. While I tried my best to comfort Mrs Lim, I was also shocked beyond words.

Tips for Writing Dialogues• Keep it simple

• Do not have too many dialogues in a writing

• Remember to include punctuation marks

SHOW not TELL

Overview• To create an interesting story, the writer

needs to describe the places, things, and people

• Showing creates mental pictures in the readers’ minds

5 SensesSIGHT SOUND

TOUCH TASTE & SMELL

• what you see with your eyes

• details of surroundings • people that you can

observe with your eyes

• what you hear with your ears

• sounds in the environment that you are in

• how you feel, your emotions

• texture of objects• physical contact with

people or objects

• what you smell with your nose, the scents, odours in the environment

• what you taste with your tongue and experience with your lips

‘Telling’ an Incident in the TrainA group of school boys had boarded the train too. They were noisy. There was another group of youths who had boarded the train too. They looked scary. They walked around the train to find a space. One of them tripped as the train started to move and he knocked down a school boy.

‘Showing’ an Incident in the TrainA group of five secondary school boys clad in white and blue uniforms had boarded the train too. They were joking and laughing loudly. Oblivious to the other commuters in the train, the boys were teasing one another rowdily. At the next station, another group of four youths stomped into the train too. They were garbed in black singlets which exposed the dragon tattoos on their arms and necks. With their dyed blond hair and silent sullen looks, they struck fear in the other commuters. As they staggered across the aisle to find a standing space near the door of the train, we caught a whiff of alcohol and cigarettes. One of them tried to grab the overhead metal pole as the train started to move but he accidentally tripped and fell sideways, knocking one of the school boys.

TELL VS SHOWTELL SHOW

A group of schoolboys had

boarded the train too.

A group of five secondary school boys clad in white and blue uniforms

had boarded the train too.

They were noisy. They were joking and laughing loudly. Oblivious to the other commuters

in the train, the boys were teasing one another rowdily.

They looked scary. They were garbed in black singlets which exposed the dragon tattoos on

their arms and necks. With their dyed blond hair and silent sullen

looks, they struck fear in the other commuters.

They walked around the train

to find a space.

As they staggered across the aisle to find a standing space near the door

of the train, we caught a whiff of alcohol and cigarettes.

Describing WeatherSENSES SHOW

SIGHT • The radiant sun hung in the sapphire blue sky.• I had to wear a pair of shades to shield my eyes from the glare of the

blazing sun.

SOUND • The birds’ chirping and the rustling of the leaves formed a beautiful morning tune.

TOUCH • She trembled in the chilly morning winds and curled into her blanket even further.

• A gentle breeze caressed my rosy cheeks and tossed my unkempt hair.

TASTE & SMELL

• The crisp morning air rushed into my nostrils, awakening all my senses.

• The aroma of scrumptious breakfast invaded my bedroom, rousing me from my slumber.

Descriptive FeelingsFEELINGS SHOW

HAPPY • Grandfather broke into an endearing toothless grin. • Her eyes sparkled with joy.

SAD • May launched into Mother’s arms and bawled her eyes out. • She spoke in a lifeless voice.

FEAR • Paralysed with fear, she stood rooted to the ground.• Tess had butterflies in her stomach as she waited to visit the

dentist. GUILT • His face was as red as beetroot when he was caught.

• Father could not stomach the guilt anymore.

ANGRY • Her blood boiled like a volcano that was about to erupt.• The enraged customer clenched his teeth and put his hands on his

hips.

Situational Writing

Overview● What is Situational Writing

● Types of Situational Writing questions

○ Formal VS informal

○ Different text types

● Features of formal and informal text types

● Rubrics for Situational Writing

What is Situational Writing● Writing for a specific purpose, usually to convey a message

● Awareness of Purpose, Audience and Context is key

○ Purpose: Why are you writing this text?

○ Audience: Who are you writing to?

○ Context: Formal or informal

Informal

● Email or letter (to classmate, peer, cousin, relative)

● Postcard

Formal

● Email (to principal, manager of a company, etc.)

● Letter (letter of request, complain, apology, commendation,

appeal, etc. )

● Report (incident reports, eyewitness report)

Types of Situational Writing

PAC

Given Situation

Pupils’ Task

Formal email to

request help

Format● Greeting

● Content of email○ Introduction○ Body○ Conclusion

● Closing phrase and Signing off

Dear Mrs Choo,

I am Mary Tan, the president of Sunny Club, the school’s club for adventurous pupils. I am writing this email to seek your help.

Sunny Club is organising a camp for its members to cultivate a love for the outdoors. The camp will be held at Lagoon Park on 15 and 16 November 2015. We need to purchase caps for our camp activities and we hope you can help us to get the caps at a good price.

I would appreciate if you could get back to me by 7 October 2015. I look forward to your favourable reply. Thank you.

Yours sincerely,Mary TanPresident of Sunny Club

Dear Mrs Choo,





Greeting depends if sender knows the recipient. If sender does not know the recipient, then ‘Dear Sir/ Madam’ is used

Dear Mrs Choo,





Introduction: - Explains who the

sender is - States the purpose of

the text

Dear Mrs Choo,





Body:- The essential details and relevant

information

Dear Mrs Choo,





Conclusion:- The action required of the recipient- Thank the recipient

Dear Mrs Choo,





Closing Phrase & Signing off:- ‘Yours sincerely’ when one knows the

recipient and has a formal working relationship with that person; ‘Yours faithfully’ if one does not know the recipient

- Signing off with sender’s full name and designation (if applicable)

• Sentences short and simple

• Information provided concise and to the point

• Use of formal language

• Appropriate tone (polite, apologetic, annoyed, etc.)

Language Features

Dear Mrs Choo,





Information concise and to the point

Dear Mrs Choo,




Yours sincerely,Mary TanPresident of Sunny Club Appropriate tone: polite and sincere

because sender requires recipient’s help

Given Situation

Pupils’ Task

Informal email to provide

information to a peer

Hi Chris,

How are you? I hope you are recovering from your flu. I am writing this email to inform you about the upcoming Library Festival in our school on 14 October, 2011, Friday. The event is organised by our school library for Primary 6 students only.

The Primary 6 pupils must sign up for 2 activities – one before recess and one after recess. One activity which I think might be suitable for you would be the “Write a Story’ competition. This activity will be held at the library before recess and you will need to bring along a dictionary for this activity.

There will also be a “Book cover design competition”. I think we can both take part in this as we can draw well. We will stand a chance to win the competition.

Do let me know what you think. I hope to see you in school soon.

Cheers,Jeremy

Hi Chris,





Cheers,Jeremy

‘Hi’ can be used if this is an informal text.

Hi Chris,





Cheers,Jeremy

Introduction: - Greetings and asks about his

classmate’s condition.- States the purpose of the

text

Hi Chris,





Cheers,Jeremy

Body:- The essential details and relevant

information

Hi Chris,





Cheers,Jeremy

Conclusion:- The action required of the recipient- Wishes

Hi Chris,





Cheers,Jeremy

Closing Phrase & Signing off:- Usually informal closing phrase, e.g.

cheers, love, etc.- Full name and designation not required

as recipient is supposed to be on friendly terms with sender

• Sentences short and simple

• Information provided concise and to the point

• Use of informal language

• Appropriate tone (friendly)

Language Features

Thank you!

Documents

P5 and P6 Parents English Writing Workshop for · 3/23/2018 · English Writing Workshop for P5 and P6 Parents Friday, 23 March 2018. Workshop Overview Part 1 (Continuous Writing)