Building the field
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Teacher guides students in exploring the linguistic features and structure of an extended response in the context of purpose, audience and format the response will take (eg. set number of paragraphs, essay). |
Brainstorm
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Using blackboard or overhead projector and recorder, teacher activates students' background knowledge of the topic (eg. oral tradition/storytelling) by creating a large and diverse collection of words and ideas which in turn stimulate thinking on the topic. |
Organise, prioritise and select the information
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Use any number of activities (eg. concept maps, structured overviews, mind maps, vocabulary clines, flow charts, floor storming, dictaglosses, sociographs) to organise the information. Prioretise (eg. list) the most relevant points or concepts and select those to be included in the response. |
Model the preferred text type
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Select and present an example of the form in which the response is to be jointly constructed. This may be the teacher's own work or a response already published, presented directly to students or on the blackboard or overhead projector. |
Write/Perform the response
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This may be a teacher-led construction of a response to the topic/focus question or students working in small groups to write the text with the class as audience; to be later selected by the teacher or through peer assessment as the class response. |
Edit
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Apply conventions to edit the text for semantic and grammatical appropriateness. |
Publication |
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Post the message to the rap. |
