ENB3 - Original Writing...

The FAQs of Original Writing Coursework (if you have a question that isn't answered here, mail me - louisblois@leggott.ac.uk...

What’s it worth?
30% of your AS English Language mark!

How do you do it?

You write a couple of pieces of original writing.

The more ‘original’ each is, the better it will be graded,
& the more different from each other the two pieces are,
the better your whole coursework folder will be graded.
Specifically, each piece must be
- on a different subject,
- in a different genre,
- for a different primary purpose (broadly, the purposes are ‘to entertain’, ‘to inform’, ‘to persuade’ and ‘to instruct’),
- and for a different audience.
Oh, and each piece has to have a COMMENTARY, explaining, in linguistic detail (using the frameworks) what you did, how you did it, and why.

How do you get all those marks?
By meeting the ASSESSMENT OBJECTIVES.

Which means?
Well, these are they, as the board write them for examiners - annotate them until they make sense to YOU)

AO1 communicating clearly the knowledge, understanding and insight appropriate to the study of language, using appropriate terminology and accurate and coherent written expression (5% AS)
AO2 demonstrating expertise and accuracy in writing for a variety of specific purposes and audiences, drawing on knowledge of linguistic features to explain and comment on choices made (20% AS)
AO4 understanding, discussing and exploring concepts and issues relating to language in use (5% AS).

Why do we ask you to produce original writing?
This part of the course focuses on the processes involved in writing and the choices which are made along the way. Original writing doesn’t just happen spontaneously; when you first sit down & write something, it’s usually neither your best, nor your most original work. There are usually several drafts made for a piece of writing, with changes made to suit the genre, audience, subject and purpose more exactly. In making yourselves more aware of the processes, you will be able to see more clearly what you have done, and other writers have done.

What are the word limits?
Total number of words for two original writing pieces: 1500-3000 Total number of words for two commentaries: 1000-1500
(the pieces can be of very different lengths, in fact, it’s often better that way – you can use as many as are appropriate for each piece, and for each commentary, while demonstrating your ability to control your language)

So, can I write anything?
Well, yes. GASP. The module is all about your linguistic control and understanding of style. Whatever you write, you need a style which fits the Genre, Audience, Subject and Purpose you have chosen. Think carefully about these aspects. Think of a text for which you have a confident linguistic control of each. And talk to us. You will need to make sure you have the approval of your teacher before you start writing. While you are thinking, read more about GASP.

GASP?
Like I said, Genre, Audience, Subject and Purpose

Acceptable GENRES
Any genre is acceptable, provided it is realistically one which could be used for your purpose. You can demonstrate this by collecting style models i.e. similar examples of writing which use the style
Some examples of genres are:
• Article • Radio script • Stand-up comedy routine
• Speech • flyer
• Texts for an advertising campaign (posters / flyers / information sheets • TV script

Once you have decided on the genre, you should decide on the context in which it will be presented. For example, a speech may be given in the street, at a public meeting, at a formal dinner, or to a close group of friends. A leaflet could be distributed to the general public or could be included in a package sent only to conference delegates. You must be able to visualise where and when your text would be used in the real world, as this module is about producing real writing – we may try and get it published if it’s good enough!

Do different things get different marks?
I’m glad you asked. The module is called Original Writing –
the more original your GASP, the better you are likely to do
in short, the first piece you think of, the less original it probably is; similarly, if you’ve done it at GCSE, so have a lot of other people.
Commonly low-scoring Genres are leaflets, horoscopes, advice columns, etc. Stories have to be written for a very specific audience (a story that was good at GCSE probably wouldn’t even get a grade here, because in the real world, it wouldn’t have an audience at all)

Commonly low-scoring Audiences are unspecific: “teenage”, for example…

Commonly low-scoring Subjects are sport, health (including abortion, alcohol, drugs, exercise) & relationships

Commonly low-scoring Purposes are simple – no audience would want to read an article written simply to inform, a speech delivered simply to persuade, a guide book made simply to instruct or even a story written simply to entertain.,

Of course, it is possible to get a decent grade from any GASP - if you choose those you can do best, and if you can write for them…

Audience
Before you even start writing your piece, make sure you can answer these questions as specific ally as possible (you’ll use this in your commentary).

? How old are your audience?
? Are they mainly male, mainly female or mixed?
? What is their background?
? What is their sociolect?
? To what level are they educated?
? Are they prejudiced in some way?
? Do they already have strong views on your subject?
? Do you need to capture and keep their attention?
? Would they realistically be interested in your chosen subject?

Subject
The subject of your writing is entirely your decision but it should be something which you already have some basic knowledge about otherwise you will be giving yourself extra work to research the subject as well as producing your original writing. Your interests outside of college are a good source of subjects, e.g. music, work or work experience, charity work, hobbies, books and film etc.

Also, be warned - certain subjects have been covered extensively so are less amenable to ‘originality’: drink/drugs/cannabis; smoking, war, love, fashion, abortion, euthanasia…

PURPOSES
The exam board specify that each piece of your writing has a different purpose. By ‘purpose’ they mean

to inform to persuade to entertain to instruct

Now, all texts have more than one purpose – how could anything persuade anybody without entertaining them, for example? As long as, for each piece you write, you could answer the question ‘why did you write that?’ with one of the four purposes above, and as long as the answer for each piece is different, then the board are happy.

Oh, and when do i do it?
Because we are assessing the process of writing, there will be several deadlines - one for each stage in the process. Check your handbook, or your planner...

Fry & Laurie explain language

Language Change...

The BBC have set up a discussion group on Language change, and are asking for your views.... Elsewhere, they are asking for your help in rewriting the dictionary...

who knew?

... After years of teaching 'the language of blogs', we get to see whether i can actually write one...

Meanwhile, visit the Language Log @ http://itre.cis.upenn.edu/~myl/languagelog/archives/2007_03.html, to see how it should be done...