This task sequence 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.
It is designed principally for philology courses, creative writing courses and upper level language courses but may be adapted to other disciplines.
Students are introduced to classic texts (required reading) while learning to apply discourse analysis and literary analysis. Because the students are allowed to approach the texts with ' irreverence' the students will be more engaged with the ' classic' reading lists than through more traditional teaching approaches.
Melinda Dooly (Universitat Autònoma de Barcelona), Dolors Masats (Universitat Autònoma de Barcelona) & Sònia Sierra (Universitat Autònoma de Barcelona)
|What do they have in common? Genre analysis|
|Let s Write (Online Collaborative Writing)|
|The Real Me (Ice-breaker through Fiction)|
Universitat Autònoma de Barcelona
Language of task instruction:
5 – 10 sessions
Part of this task sequence was piloted by Iñaki Rubio: Escola Andorrana de Batxillerat (La Margineda, Andorra la Vella), Ángel Maldonado: Colegio de la Ciudad (Ciudad Autònoma de Buenos Aires, Argentina). Sònia Sierra: IES J.V. Foix (Rubí, Barcelona) within the research project 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)
Languages that can be used:
Instructions for the task sequence:
This task sequence involves different phases (see linked tasks):
Getting to know the online partners
Online collaborative group work for discourse analysis, literary analysis and aspects of writing
Online collaborative group work for creative writing
Criteria for Completion:
Formative assessment of group work
Specific assessment of acquired content knowledge (e.g. tests on genre traits, literary analysis)
Formative language assessment through evidence compiled during online collaboration (see eportfolio in this website)
Formative assessment of intercultural development (see eportfolio in this website)
Comments and suggestions: