Reflection on Activity 4

For this particular writing activity I was more focused on the content of the letter rather than features that could make the letter more persuasive. I did however remember to include apposing views to the points that I had. I need to remember to include persuasive techniques to make my writing more interesting.

Weekly Reflection

This week we started working on exam preparation for the first section of the question paper. Looking over my mock exam paper I realised that one of my problems was timing and pacing. In one of the lessons I got to practice writing question 1 in 12 minutes; initially I was worried that I would not be able to finish in time but after the practice I found that I would be able to finish in time. We also looked at the different presentational devices used in question 2. Looking at the different examples I had to think of reasons why the pictures were 'effective'. This helped me to think of specific reasons instead of general reasons that could apply to any presentational device. Overall, this week I got a lot of helpful tips for the exam questions.

Reflection

This week we got our mock exam papers back. From the comments and looking over my answers I picked up on my mistakes so I now know what I need to include and what I need to work on for the real exam. I found the reflections we did about each question very useful because it made me analyse my writing helping me identify problems and mistakes I otherwise would have just looked over.
We also worked on a creative writing skill/technique that I found challenging but very fun to write. We had to describe everyday objects and scenarios from the perspective of a being that had never come across these things before. As I said I found this quite difficult in the beginning but after practicing I found it very useful as something I would like to include in my writing to make it more original. I plan on using this in the upcoming CA.

It stretches and expands its spidery projections, reaches out and begins to slowly strangle the neck of the helpless being. I pity the victim, it was so silent and still, never got a chance to speak. The attacker draws his victim close, stares down right at it. He remains very calm but I can tell that he is savouring every moment. He keeps his firm grasp around the defenseless and draws it closer this time to his face. He empties the insides of this poor creature into himself and sets the clear exterior shell of the once vibrant creature back where it was.

Making the Familiar Unfamiliar

Your soul returns, you breathe life again. This sealed box is not the same as you remembered. You lost control of your eyelids, let your mind run free and here you are. The cloudy veil that gently swept across everything has now been lifted off; all is still there untouched, just clearer and more vibrant. You glance at the clear square of the wall to see that it has arrived again. It pierces the glass but does no damage, not meaning to harm but to remind us of what is ahead.

Persuasive Speech Rubric Y11

Scale → Skill ↓	1 (developing)	2 (intermediate)	3 (expert)
Clarity	Learner does not speak in complete sentences. Learner is not really heard by the audience.	Learner speaks in full and complete sentences. Learner is heard by the audience most of the time.	Learner speaks in full and complete sentences, even when sentences are rather sophisticated. Learner speaks clearly and is heard by the audience throughout.
Persuasion	Individual does not use persuasion and is not able to get his/her point across. Learner does not use character information and is irrelevant.	Individual uses some persuasive techniques,. Learner uses body expression and movement to get his point across at times. Learners makes points but they are sometimes unclear.	Individual is able to persuade the audience. Learner uses a range of techniques including language and body movement effectively. Learner makes strong points and makes a relevant and informative case to persuade the audience.
Body Language (emotions)	The learner has showed little body movement appropriate to the task The learner has shown little reaction to the audience	The learner has shown some body movement appropriate to the task The learner has shown some emotion towards the audience	The learner has shown appropriate and sophisticated body language to help him or her persuade the audience The learner has shown a range of emotions towards the audience
Interaction	Speaker reacts appropriately rarely/never. Speaker interacts more with notes than audience.	Speaker reacts appropriately sometimes. Speaker uses notes occasionally.	Speaker reacts appropriately most/all of the time. Speaker uses notes in such a way that it is not noticeable OR does not use notes at all.

My Personal Target: To successfully get my arguments across to the audience and persuade them to ‘let me stay on the plane’.

Ann’s Comment :
- You should have used more body language.
- Your emotions matched your face.


For this CA I don't think I was as prepared as I could have been for a number of reasons, but I did however try my best to speak clearly and get my points across and I think I did manage to do that. When I was speaking, I was speaking a bit faster than I could think and that caused me to jumble up my thoughts. I was expecting the feedback I got and understood why I got it.

Reflection

This week I got to work more on my writing and I found that when I write a short story I tend to forget about paragraphs. I do know that paragraphs are needed to separate parts of the story but I always somehow think this does not apply to short stories. Through making a writing mat, I now have reminders telling me not only about paragraphs but also to think about the purpose and audience when I'm writing. We also started a literature circle this week that I found very helpful because we got to share our thoughts, perspectives and information we have regarding the story/chapters we read. Having this literature circle also means that we will always be reading and improving our vocabulary.