Literacies in Drama - Case Study Example

RUNNING HEAD: Literacies in Drama Literacies in Drama Student’s Name Institution’s Name PART 1 Question 1 The work sample is taken from a student at year 6 of study at stage 3. The Student named Alex is from a good educational background and foundation. The student sample paper is to be accessed at http://arc.boardofstudies.nsw.edu.au/go/stage-3/english/stu-work/c/literary-description-alex/grade-commentary/. The assignment sample sought to identify whether a student is capable of showing knowledge and understanding of the structure and features of literary description. A student at year 6 of study is expected to show a good level of identifying, discussing and explaining how one can interpret and respond to given text [Ado07]. A literary text has given features such as plot, setting, characterization, mood and theme. A well-structured sample must be able to display that a student understand the features of a literal text in analysing the mood and showing that one has mastered the various contexts. This is also to be brought out through identifying similarities and differences between texts and also identifying of style [Ann04]. Question 2 In this instance a student should be capable of identifying his style of writing and analysis [Byr08] based on his own knowledge and not just using an author’s point of view. There is need for the student to use a variety of grammatical features such as imagery, metaphors and similes. The student states “Manly Beach is a giant, cackling, storming, walking, laughing…” he tends to use this to attribute to the pictures brought out by waves. This however seeks to confuse the reader because there is no sufficient coherent use of the stylistic devices. It is also important to note that a student should be capable of showing an extensive knowledge and understanding of the content that is required and also apply the knowledge in description. This is explained in the mode in which the student transforms from one idea to another. For instance in this paragraph he states “… all around you…Waves as vulgar as a loudspeaker, people laughing…The Patamalla River”. This shows that he has not mastered the art of representing description in a coherent manner. [Chr08]. Comparative analysis of text in how the student tends to identify objects and link them in their writing is poor. In this case the student’s states that Manly Beach is polluted just like the poisonous London smog; this would be better replaced with use of better images. This would be improved by the student knowing how to structure sentences that integrate grammatical features and also the use of common words strategically. The student moreover at his level, he is expected to be capable of using a fluent and legible style to write in order that any person can read and understand what they write well. Generally the student writes well but some of the words are not very legible and hence gives a person difficulty in reading. The student must be taught on how to write legibly so that a person can identify the words used within the text easily. Question 3 In the study of literature, there are three strands that need to be integrating to achieve the best learning outcome to any particular field of study [Fre90]. This strands focuses on the development of the students’ knowledge, understanding and skills, and in writing [Gar83]. The student instantly needs a better understanding of the language and knowledge that is required for any particular assignment. The student should however learn more on how to use the first person pronouns in a proper way. The student sample further demonstrates that contradictory language should not be used in the writing of a descriptive essay so as to easily pass the message intended. The student should also be well trained in text knowledge. This is to enable the student to better know how to structure and purpose of a range of informative texts and persuasive texts in order to perfect their text structure. This will also enable the student to have a better understanding of the text cohesion and be able to analyses them better [Gee91]. The student should be more capable of demonstrating the use of styles in grammar and identifying them in the text that is being analysed. This is based on the fact that a descriptive essay uses metaphors, symbolic language and also a great level of sophisticated descriptive and metaphorical language. Writing skills would be important to the student based on the fact that he can be capable of experimenting with different kinds of descriptive texts. The grammatical knowledge of the student also needs to be improved. Grammar involves punctuation, spelling, and sentence creation that would enable one to make a perfect essay [Gee08]. This would involve learning skills involving, simple, and compound and complex sentences to enable the student to structure ideas and present information in different literary study area. The student can improve through knowing how to write well-structured and presented literary and factual texts for all kinds of audiences. Visual knowledge of the student also needs to be improved [Hal85]. In any given text, a proper projection and creation of a picture in the mind of a reader is required. The student should better understand how certain visual elements create meanings using features such as construction, placement of elements, framing and colour. This is better made through illustrations, of what the text is trying to project and the picture that is to be created in the mind of a reader. The fact that a descriptive essay is essentially to give a reader the picture of what they are describing, the student must develop visual skills to enable him learn how to describe with accuracy different things. Question 4 Literacy teaching Strategies The first strategy that would be important for the student is exploring how to write well. In considering that his writings generally present good understanding, firstly the student is not so accurate in his writing hence makes the work look dirty based on numerous cancellations. Good writing will be important as a skill to enable the student know how to arrange and plan the paragraphs, sentences and phrases in a good way [Jan08]. A workshop for student writing will also be important in giving student proper ideas of how they can carry out longer writing activities and also to develop their own writing skills. Secondly the a strategy can be developed to carry out transformational activities that involves the teacher providing short passages and texts that are to be transformed by the students. This will be important in showing the student on how to choose words, phrases, clauses and paragraphs from any given test in a proper way. This also will be important in teaching the student on punctuations such as full stops, exclamation marks, speech marks, and even symbols enabling them to better construct words in a good way [Peg08]. PART 2 Question 1 In the teaching of literacy skills, there are certain aspects that are to be achieved, that is; enabling a s student to better comprehend texts through the ability to read and view, further through the composing of texts writing and creating of texts. This hence provides that the knowledge that needs to be applied should involve text, grammar, word and visual knowledge [Wal11]. Literacy in this sequence will enable the student to develop knowledge, skills and dispositions on how to use language confidently and communicating. The student is to be able to learn, write, created and modifies language in order to present it within the text. The English language is quite dynamic and a student should be better equipped in any given context or setting to assess any given writer opinion, bias, intent and also come up with better language skills. The essence of learning literacy is aimed at enabling a student to create a text that can be written and understood, with little or negligible grammatical error that is sufficient to be understood. The literacy continuum any text can include any document in a learning area such as reports, data analysis and procedures in mathematics, diagrams, photos, images, descriptions, discussions and explanations. In all these language and sentence construction is still important in determining the leering objectives [Peg08]. The teaching outline also focuses on the students creativity and critical thinking in a analysing any text material. It is crucial for any literacy program to provide a student with critical and creative thinking skills to enable him come up with new ideas and also be resourceful by being imaginative, and innovative. Copying directly the opinions of the author of a literary work would show that no learning experiences were imposed on the student. The study will also focus on student’s creation and presentation of texts, student interaction and also give a student the opportunity to justify their given position as regards their views [Ado07]. Question 2 Phase of Teaching Model EXPLANATION Activation and Determination of Prior Student Knowledge An introductory assessment will be conducted at the beginning of the study to try and gauge each student level of study and also each student literacy capability. This will be sufficient to establish what are the most require literature skills required by the students in any aspect of literature analysis and writing. Expectations The students at the end of the study are to be able to; 1. To be able to construct good sentences with regards to English pronunciation, use of adverbs, nouns, adjectives and others in the proper manner. 2. To be able to know when and how to use metaphorical and descriptive language during the writing of reports, discussions, description essays and assessment. 3. To show and exhibit a high level of understanding on text and literature study in terms of how they relate to an author and how they bring up opinions on various literature and stylistic devices in a text. 4. The capability of showing observation, organization and analysis of the structure of grammar in any given literature text. 5. An enhancement in a student’s presentation skills and also how they interact with each other at different levels within the classroom or with others Modelling Context In the learning of literature at any given peon in time, students are to familiarize themselves with various factors that enable one to develop the necessary skills to handle literature materials. The students are to learn various skills such as paraphrasing, creativity, application of knowledge in various literature skills and also learning the proper use of language. The students are also to be exposed to proper means of gathering, organizing and processing information. Modelling Text The main areas of study are to be; 1. Comprehending of texts through listening, reading and viewing. This will enable a student to better learn how to use and develop language in expressing better ideas and developing them. This sequence will also be important in interpreting, analysing and evaluating a student’s progress in the learning filed. 2. Composition of texts through speech, writing and creation. This sequence will be important in advancing the students language skills for interaction with others. 3. Text knowledge is also part of the learning sequence that will enable the student to better structure their texts and organize them in an understandable way. This will further enhance their literacy skills that would be sufficient to enable them interpreting, analysing and evaluating any reading sample provided for them. 4. Grammar Knowledge is included to ensure that the student’s grammatical skills are improved. This is to cover areas such as punctuations, sentence structure and also in development of ideas. Guided Practice In this instance the student is required to meet the key learning outcomes through; 1. Assessment; class assessment will involve a report writing assignment based on a text and will be presented orally in class. The main aim of this assessment is to enable the student is able to present to the other students what they have read and their opinion on the given text. Moreover, the class examination will be based on 30% Marks on presentation, 10% for creative writing and use of grammar and 70% on written assignment. 2. The assessment given will reflect on all the learning outcomes of this unit and will consider all student capability in grammar and analysis. 3. The student will also be tested on a group project that will add to a student’s general assessment. It will not be compulsory, but all students are encouraged to participate to enable them enhance their speaking skills and also their interaction. Sequence Skills and Knowledge The steps that are to be taken in ensuring that the expectations in the learning outcome are met; is to be; 1. Accuracy to ensure that the students acquire the necessary skills. A student should be able to attain 80-100% accuracy level. 2. Fluency to enable them handle task easily in minutes or hours depending on task. 3. Maintenance of the skill so that it is not easily forgotten once taught 4. Generalization of the skills so that the student can apply the knowledge in different areas. Independent practice The students are to be encouraged to learn independently either through assistance from any faculty member or other students to supplement the work in class. This will seek to enhance their skills in a more serene environment and familiarity away from a crowded class. The areas that would be covered would involve written grammar and sentence structure. A student is also required to read at least two literature texts on their own and write a report on it to keep them at par with the writing and text analysis. Homework activities are also to be administered to ensure the student generalizes their skills. Activities 1. Writing activities that enable the student to comprehend more on how to write better. 2. Writing workshops to expose the students to other writing ideas and explore them. 3. Transformative activities to enable the student to better understand the structuring of texts. 4. Class Presentation on various skills that are learnt in class. References Ado07: , (Adoniou & Macken-Horarik, 2007), Ann04: , (Annandale, 2004), Byr08: , (Byram, 2008), Chr08: , (Christie & Derewianka, 2008), Fre90: , (Freebody & Luke , 1990), Gar83: , (Gardner, 1983), Gee91: , (Gee , Rewriting Literacy, 1991), Gee08: , (Gee, ideology in discourse, 2008), Hal85: , (Halliday & Hassan , 1985), Jan08: , (Janke, 2008), Peg08: , (Pegg & Panizzon, 2008), Wal11: , (Walsh , 2011), Read More