Question

Draft a summary of all the important points of "If I were You" play in the form of joining the dots pattern. Convey your understanding in the form of short points and not long sentences!!! There are 2 templates given: If you are choosing the fish template, draw a bubble against each point and write the main points in the order of an example as given below: Point1(Intruder enters, etc- against the mouth); Point 2 (Gerard's treatment- against the wings). Similarly, number the important points in sequence. You can insert more numbers, as long as the fish looks like a fish only!!!! You may choose either the fish or the caterpillar template, to present the summary in the artistic form. Make your fish/caterpillar, all colourful, with sketching. Note: Write the important points, inside the circles and number them, if you are choosing the caterpillar template

Answer 1

Answer:

Audiences

 specific person (e.g., self, teacher, friend, older person, younger person, parent)

 specific group (e.g., class, team/club, grade, age group, special interest group)

 general audience (e.g., school, community, adults, peers, students, unspecified).

Explanation:

Writing Forms

The ability to shape and organize ideas requires choosing a form that is appropriate to

the audience and purpose. Students need experiences with a range of forms. Some examples

include:

 personal experience narratives

 autobiographies

 biographies

 fictional narratives (e.g., short stories and novellas)

 diary entries

 journal entries

 learning logs

 poetry (e.g., ballads, acrostics, counted-syllable formats, free verse, song lyrics, other

formats)

 parodies

 essays

 research reports

 reviews

 news stories

 editorials and opinions

 advertisements

 correspondence (e.g., friendly letters; invitations; letters of thanks, complaint, application,

sympathy, inquiry, protest, congratulation, apology)

 scripts (e.g., skits, plays, radio plays, TV commercials)

 oral histories

 eulogies and last will and testaments

 speeches

 memoranda and messages

 instructions and advice

 rules and regulations

 minutes and forms

 pamphlets

 résumés and cover letters.

Through an appropriate balance of experiences with the previous purposes, audiences,

and forms, students can become competent in a range of writing tasks.

Organizing and Developing Ideas

Writers not only need to think about what they are going to say but also about how they

are going to say it. Pre-composing plans help students approach the blank page. During the

pre-writing phase, students should also give some attention to how they might organize and

develop their thoughts (Olson, 1992). Although these plans will be tentative, they are useful

for getting started. Students need to organize their ideas in logical sequences. Several ways

of developing and organizing ideas are possible depending on purpose and form. Some

different ways of development and organization include:

1. Chronological order

 A chronological or step-by-step arrangement of ideas by time or order

of occurrence.

e.g.: A narration of an incident

2. Spatial order

 Spatial, geometrical, or geographical arrangement of ideas according

to their position in space-left to right, top to bottom, or circular from

general to specific or vice versa.

e.g.: A description of an object or person

3. Theoretical order

 Supportive ideas of equal quality to prove a topic idea.

e.g.: Reasons stated to convince.

4. Common logical processses:

 definitive (e.g., is called, is made up of)

 classification and division (e.g., parts and relationships)

 order of importance (e.g., first, second)

 comparison and contrast (e.g., compared to, differs from)

 cause-effect (e.g., consequently, the reason for)

 problem-solution (e.g., problem, alternatives, decisions)

 pros and cons (e.g., strongly support, against)

 inductive and deductive (e.g., specific to general, broad to specific)

 dialectic (e.g., thesis/antithesis/synthesis).

Students could consider constructing a map, a chart, an outline, a visual organizer, or a

ladder diagram to organize their main ideas and supporting details.

5. Drafting

During this phase, writers produce a first draft. Additional drafts can be written that

further shape, organize, and clarify the work.

During drafting, teachers should encourage students to:

 say what they mean as directly as they can.

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 be themselves; write from their own point of view or assume a new persoona or voice

from which to write.

 write as though they were “telling” the reader about the topic.

Committing their thoughts to paper or computer screen is not an easy task for all students.

Strategies such as the following may facilitate the translating of ideas into first and

successive drafts.

 Mapping: Creating a map of additional ideas and reconceptualizing ways to order them

as they write, may help students capture their ideas before they are lost.

 “Writing-off” leads: Creating several first lines and then using the key words and direction

suggested by one of these leads may get drafts underway for students.

 Fast or free writing: Writing an entire first draft as quickly as possible without rereading

or pausing to attend to mechanics may help students create their first draft.

 Personal letters: Writing a first draft as if it were a personal letter to one specific

person such as a friend may free students to create their first draft.

 Conferencing: Talking about ideas with a teacher or peer may help students see how

they can start and develop their first draft.

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