Competency 3: Produces text for personal and social reasons Mr. Wilson.
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Transcript of Competency 3: Produces text for personal and social reasons Mr. Wilson.
Competency 3: Produces text for personal and social
reasons
Mr. Wilson
In terms of style???•Makes the idea interesting•Get the information right!•Keep the writing FRESH.
You need to be able to recognize: News Article Editorial Letters to the Editor Feature Article
Then you will have to…• Deal with CONTEMPORARY ISSUES• Demonstrate “Bias” or “Spin” in an article.
Foundation:• News Article• Editorial
Proficiency:• Feature Article• Analysis / Comment• Opinion Column
Reports on Events and Issues Is timely and has a short “Shelf-Life” Answers the “5 W’s”
Who What When Where hoW
Structured as an inverted pyramid!
Comments on topical, timely event or issue.
Takes a stance. Aims to convince people to act or
think a certain way. Is structured with an introduction,
development and directive.
Explores in more depth an event, issue or personality.
Aims to amuse, provoke thought, inform or challenge.
Has a clear beginning, middle and an ending.
Circular = like the image of a necklace.
Shows flair in the writing!
Discusses and interprets an event, issue or a personality.
Takes a stance. Aims to provoke though, inform,
challenge. Is structured with a clear beginning,
middle and an ending.
How is this different from an Editorial?
According to Reuter’s:• An ANALYSIS stems from the writer’s
authority and expertise in the subject area, but is not a vehicle for personal view (see Opinion Column).
• An ANALYSIS should pursue an angle or a line of argument based on facts and data.
Adapted from Reuter’s Handbook for Journalism
Takes a stance. Allows the writer to be part of the
article. Aims to influence the reader through
logic, wit and/or humour. Is structured with a clear beginning,
middle and an ending. Requires a strong writer’s voice, with
lots of flair and personality.
In Secondary V, students should:• Select topics of political interest.• Address unfamiliar and familiar audiences.• Manipulate codes and conventions for
deliberate effect.• Assume a range of stances.• Consolidate revision and editing techniques.
Adapted from the Scales of Competency Levels
Secondary School Education
Cycle Two
The Student: Uses specific characteristics of a target audience
to craft a production. Uses suitable codes and conventions of the form. Compares the impact of various forms of text. Respects the language conventions to develop a
quality production. Consults a variety of sources to support
production and revision. Revises productions to better communicate a
message.
Activity Collect an example an each of the 5
types of articles we just discussed in the newspaper.
For each article – summarize the main idea and which points in the text make it a News Article, Editorial, Feature Article, Analysis / Comment, or an Opinion Column.
Play particular attention to the structure!