This is the last activity which is part of a larger task sequence that involves creative writing and focuses on literacy skills. The task sequence, based on creating ‘ Mash-Up Literature‘ is designed for upper level language learners and includes some analysis of writing genres.
This activity goes through several sessions. In these sessions, students are asked to compile the knowledge they have acquired thus far to create their own ' mash-ups' .
Institution reporting the task:
Language of task instructions:
None
Target Group:
Humanities
Level:
C1
References and acknowledgements:
None
Type:
Collaborative tasks
Estimated Duration:
4 sessions
Topic:
language arts
Tags:
| literacy |
|---|
| creative writing |
Acknowledgements:
A version of this task was piloted in the research project entitled Plurilingual, audiovisual and digital competences as means to construct knowledge in multilingual and multicultural communities of practice (financed by the Spanish Ministry of Education – EDU2010-17859)
Language Configurations:
Unspecified
Language(s) that the task can be used in:
Dominant language production:
| Writing/reading asynchronous |
|---|
| Speaking/listening synchronous |
Target Competences:
| Language competence |
|---|
| Content knowledge |
Specific pedagogical objectives:
Suggested Communication Tools:
| Real time conferencing |
|---|
| Moodle-like |
| Blogs |
Suggested Resources:
Lecturalia (en español)
Zona Literatura (en español)
Instructions:
This activity goes through several sessions. Only an overview is given here since the exact scheduling and break down of the tasks will depend on the language level of the students and the amount of time for each session.
In these sessions, students are asked to compile the knowledge they have acquired thus far to begin writing their own creative works. Students can be shown examples of other mash-up stories to get an idea of how this done (see resources).
Requirements for the new texts are:
- The plot must follow (relatively) the plot of the story assigned to the groups.
- The story should ‘ borrow’ elements from the stories of the other groups (thus ensuring that all of the literature is perused).
The groups work together to produce the following:
- Highlights from their texts that they feel will be useful for other groups to ‘ borrow’ . These are posted in the group website.
- An outline of their new story that includes ‘ old’ text and first ideas of ‘ changes’ . This can be done in google docs, wikis or other online word processors.
- Students are given time to comment on these first drafts.
- The groups meet again to go over input from their mates and to finish their stories.
The final mash-up stories can be published as an e-book, on a blog or in a wiki.
Learner Texts:
None
Document related to the task:
Criteria for Completion:
As the final output of a task sequence, evaluation can consist of tests about specific genre traits (studied through the sequence), the use of the target language for writing (as displayed in the final output) and formative assessment of participation and attitude during the task sequence.
Comments and suggestions:
None
Author/copyright:
None