Quality literature – responding and composing

Choosing the most appropriate text is an important step in English programming. In the following videos ,teachers explain how they use quality literature as models to inspire students to respond to and compose a wide variety of texts.

Stage 1

The video 'Composing texts' (3 mins 52 seconds) addresses:

  • how students use comprehension strategies to build literal and inferred meaning as they begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (EN1-4A)
  • how students are able to draw on personal experience and feelings as subject matter to compose imaginative and other texts for different purposes (EN1-7B).

Transcript of 'Composing texts' video

The video 'Literature to launch writing' (4 mins 19 seconds) outlines strategies across these Stage 1 outcomes:

  • how students use role-play and drama to represent familiar events and characters in texts (EN1-1A)
  • how to make inferences about character motives, actions, qualities and characteristics when responding to texts (EN1-7B)
  • how students identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (EN1-4A).

Transcript of 'Literature to launch writing' video

Stage 2

The video 'Explore the relationship between responding and composing' (2 mins 43 seconds) demonstrates modelling and scaffolding strategies to:

  • discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot tension (EN2-10C)
  • create texts that adapt language features and patterns encountered in literary texts, for example characterisation (EN2-2A).

Transcript of 'Relationship between responding and composing' video

The video 'Literature and explicit criteria' (2 mins 32 seconds) demonstrates:

  • how characters, actions and events in texts can engage the reader or viewer (EN2-7B)
  • identify creative language features in imaginative texts that contribute to engagement and also create literary texts that explore their own experiences and imagining (EN2-10C)
  • experiment with vocabulary choices to engage the listener or reader (EN2-9B).

Transcript of 'Literature and explicit criteria' video

Stage 3

In the video 'Using film' (3 mins 29 seconds) students are shown:

  • experimenting with others' imaginative texts by changing aspects such as time, place, characters, rhythm, mood, sound effects and dialogue (EN3-7C)
  • recognising the effect of multimedia elements, for example, film techniques, sound effects, framing, close-ups (EN3-3A)
  • planning, drafting and publishing imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (EN3-2A)
  • developing criteria for assessing their own and others' presentations (EN3-9E).

Transcript of 'Using film' video

The video 'Literature to inspire composing' (2 mins 58 seconds) presents students:

  • analysing and evaluating the way that inference is used in a text to build understanding in imaginative, informative and persuasive texts (EN3-3A)
  • adapting aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative voice, dialogue and events (EN3-7C).

Transcript of 'Literature to inspire composing' video

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