my story: planning your writing€¦ · web view16. additional resources my story: getting...

Everyone has a story to tell. What’s yours?

Resources: Planning Your Writing

v2 27/10/09 bbc.co.uk/mystory © BBC My Story 2009

Contents

3. Introduction

4. Discussing writing – ideas

5. Factsheet: What is planning your writing?

6. Factsheet: How do I plan my writing?

7. Factsheet: Using diagrams to plan writing

8. Worksheet: Ideas map template

9. Factsheet: Using lists to plan writing

10. Worksheet: Lists template

11. Factsheet: Using writing frames to plan writing

12. Worksheet: Writing frames template: achievement

13. Adult Learners’ Week 2009 Winners’ Stories

15. Curriculum references

16. Additional resources


My Story: Getting Started: Planning your writingIntroductionMy Story is the BBC's biggest search for the most remarkable real-life stories in the UK. True life stories have the power to inspire and engage us like no others and have prompted some of the most successful books and films of all time. My Story is a storytelling and creative writing project: people will be asked to tell a true, personal story and send in, as text, to share with others. The best stories will be made into short films and shown on BBC One in summer 2010.

We want to encourage the widest possible audience to write and publish their own stories, particularly those with low literacy levels. To support practitioners and others who work with adults, we have created resources to use with learners.

The My Story: Getting Started resources are to support practitioners working with adults who are at the initial stages of their writing journey. These resources are focused on helping adults try out different methods for planning their writing, within the context of My Story. This pack contains classroom discussion ideas, factsheets about planning with examples and planning templates, further resource ideas and curriculum references.

Adult beginner writers often have a misunderstanding about the process of writing, believing that they have to write a perfect piece of writing right from the start (Grief et al., 2007). Learners at all levels should be encouraged to approach writing as a sequence of steps, with planning the organisation of the content as one of these.

There are many different methods that can be used for planning writing and learners should be encouraged to explore these to find out their preferred system. This resource contains examples of different planning methods, with handouts and templates that can be used with learners focusing on writing for My Story. Each handout comes with a case study example of how a learner might have planned their story. These are based on stories from Adult Learners’ Week winners in 2009. Thank you to NIACE for giving us permission to use the stories in this way. Gerildine’s story also features on pages 4 and 5 of the My Story magazine. You can order free copies by emailing [email protected]

Discussing writing in the classroom can also be valuable to learners as it supports the learning and they find it helpful (ibid). This resource contains some suggested topics to initiate class discussions about planning methods.

You can find more printable resources on the partners area of the BBC raw website: www.bbc.co.uk/raw/partners/tutors/mystory.shtml

Reference:Grief, S., Meyer, B. and Burgess, A. (2007) Effective Teaching and Learning: Writing: Summary Report. London: NRDC.


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http://www.bbc.co.uk/raw/partners/tutors/mystory.shtml

mailto:[email protected]

Discussing planning writing: ideas

Here are some ideas for getting discussions going about planning writing:

Write the phrase ‘planning your writing’ on a board. Ask students in a group, or pairs, to discuss what this means to them. Which words or phrases spring to mind? What examples of planning can they come up with? If it helps, get them to think about planning a different scenario, such as a holiday.

Ask learners to write down a list of tools authors might need to plan their writing e.g. notebook, pens, pencils, sticky notes etc. Which tools have they ever used?

Write some different scenarios on a board and ask learners in pairs to discuss how they might tackle such writing tasks.

o Sending a text to a friendo Writing a letter to the banko Writing a birthday cardo Sending a postcard

Hand out one, or different, Adult Learners’ Week winners’ stories to a group of learners (see p 13-14). In pairs, ask learners to imagine how the writer sat down and created their story. Where did they write their story? How did they remember what happened to them, did they use any prompts such as photographs or a diary? How did they remember all their ideas?

Use the ‘What’s my learning style’ quiz on pages 2 and 3 of the My Story magazine. Get learners to complete the quiz and then read through and discuss the different learning styles and planning methods suggested.


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Factsheet: Why plan your writing?

When you want to start writing it’s a good idea to start with a plan. A plan is really useful as it helps you structure your writing and capture any ideas you want to include in your story. Planning is a helpful tool, even when you write a short note you plan it by first thinking about it in your head.

Planning your writing is when you think about it in advance.

There are many benefits to planning your writing. It helps you to: Record your ideas Come up with new ideas Organise your thoughts Check that you have all the information you need

Can you think of other benefits?

What do I need to think about when planning? When planning your writing you need to think about why you are writing, what situation you are in when writing and who you are writing to. Think of the three WWWs: W - Why: Purpose W - What: Content W - Who: Audience

For My Story, the purpose of writing is to enter the competition. The content is that your story should be about a true event that happened to you, or a group of friends. Your audience is anyone who would enjoy reading an engaging real life story. It’s always good to write something that you’d enjoy reading!

You also need to think about how you are going to plan. There are lots of different methods such as:

Writing a list Drawing a picture Thinking about it Writing ideas on sticky notes Using a writing frame


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Factsheet: How do I plan my writing?

There are many different methods you can use when planning your writing. One tool you use all the time when planning is your head! For example, when sending a text message you would first think it through in your head. You don't always need to use a written plan.

Written methods of planning When you are planning a longer text, such as your entry for My Story, it can be useful to use a written method to plan your writing. There are many different ways you can plan what you’re going to write; you choose the method that suits you or the situation.

Here are some examples of planning methods:

Diagrams Diagrams are a visual way of planning and organising your writing.

With spider diagrams and idea maps you can jot down lots of ideas in no particular order to help you organise your thoughts.

Flow charts are useful for planning writing that has to follow a step-by-step process, like a sequence of events.

Lists Lists are useful for jotting down and ordering all the different points you want to cover in your writing.

Bulleted lists are a common type of list used on the computer. If you put each idea on a sticky note you can then move the different points

of your writing around until you are happy with the order. Writing frames These are a guide you can use when planning your writing. They have frames, or headed boxes, with titles to prompt what to write. They help you break your story into small chunks, before putting all the sections together to create one whole piece of text.


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Factsheet: Using diagrams to plan writing

Diagrams are a good way to visually jot down the different ideas you have for your story. You can note down ideas in no particular order, but start collecting similar themed ideas together to help you arrange your thoughts and make connections.

With spider diagrams or idea maps you place your central idea in the middle of the diagram and then branch groups of ideas out from the centre. It’s a good idea to use colour to link ideas together and images to help make it a visual plan.

The example below shows how Maria could have used an idea map to plan her story about becoming a professional guitarist.

Idea maps are simple to hand draw, but to get you started there is a template on another page. Remember, you can add as many branches as you like!


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Worksheet: Ideas map template Name: _________________________________

My Story: _______________________________

v2 27/10/09 bbc.co.uk/mystory © BBC My Story 2009 of 17

central theme or idea

Factsheet: Using lists to plan writing

Lists are a good way of writing down all your different ideas, to make sure you don’t forget the really important facts of your story. You can write bulleted lists using the computer. Or, have a notebook to hand to write down ideas about your story when you’re out and about as inspiration can hit at any time!

Don’t worry about putting your ideas into the correct order; the first step is just to get your thoughts written down. If you write your ideas on sticky notes, you can then reorder them later on.

The example below shows how Gerildine could have used lists to help plan her story about becoming an author.

Gerildine’s story: becoming an author

Early years Didn’t learn to read and write Disrupted childhood Spent time in care Labelled ‘thick’ and ‘stupid’ Found school difficult

Telling my story Social workers inspired me Started to write my story Started writing 11 years ago How I wrote my story

o How I planned ideaso Where I wroteo I found it hard sometimes

Returning to learning Wanted to edit my book Started literacy class Attended a book club Learned to use a computer Completed creative courses

o Indian Head Massageo Painting & Drawing

Enjoy reading Quick Reads

Reading I can’t stop reading I have books galore I love reading I want to learn more I want to be learning all my life

You can hand write lists, use a computer, or create lists using sticky notes. To get you started there is a template on another page. When coming up with ideas for your story you can have as many lists as you like!


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Worksheet: Lists template

Name: __________________________ My Story: _________________________


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Factsheet: Using writing frames to plan writing

A writing frame is a guide you can use when planning your writing. They are often a table, or headed boxes, with prompts such as ‘who is the main character of your story?’

The example below shows how David could have used a writing frame to help plan his story about becoming an actor and director.

Writing frame: achievement

David’s story: my route to stardom

What’s your name? DavidWhere does your story take place? London and JamaicaWhen does your story take place? Over the last few years.Write one line describing your story. Achieved my life long dream about

becoming a professional actor.What did you achieve? Rediscovered my passion for acting.

What was the moment that made you change your life?

Bizarre encounter with a drunken man in Soho.Being spotted by an agent after performing with college theatre company just twice.

What challenges did you come up against?

Parents encouraged me to pursue more traditional subjects. Ended up working in lots of different jobs.

Who supported you achieving your dreams?

Family and friends.Teachers on the course.

Were there times when you thought you might not make it? Describe these.

Took a year out in Jamaica, lots of soul-searching to decide what to do with my life.

What was your proudest moment? Describe what happened. How did you feel?

Getting the lead in a Benjamin Zephaniah play.Realising I could give up my ‘day job’ to pay the bills.

What are you going to do next? Directing.Teach acting and podcasting skills.

There is a blank version of this writing frame on another page.


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Worksheet: Writing frames template: achievement

Name: __________________________________

My Story: ________________________________

What’s your name?

Where does your story take place?

When does your story take place?

Write one line describing your story.

What did you achieve?

What was the moment that made you change your life?What challenges did you come up against?

Who supported you achieving your dreams?

Were there times when you thought you might not make it? Describe these.What was your proudest moment? Describe what happened. How did you feel?What are you going to do next?


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Adult Learners’ Week 2009 Winners’ Stories

The planning examples are based on Adult Learners’ Week winners’ stories. You can read their full stories below:

Maria Tolly - LondonMaria Tolly’s dream job as a professional guitarist came to an end in 1989 when her disability meant she could no longer compose or perform her own music. However, learning how to use music production software, at the age of 75, has meant that she can continue making her music.

Maria was diagnosed with Reflex Sympathetic Dystrophy in her hands and arms. She has since learnt various computer software programmes to compose music, beginning initially with Electro-Acoustic Music Composition and then, when this broke down, moved on to the Cubase Midi Module at City Lit.

Not only has Maria learnt this very complex music technology but she is now producing sophisticated new material for creative dance projects at a local primary school and for after-school dance clubs.

Gerildine Talbot – LeedsGerildine Talbot never learnt to read and write due to a disrupted childhood. She spent some time in care and was labelled ‘thick’ and ‘stupid’ by her school.

Encouraged to write her life story by social workers 11 years ago, it was only last year that Gerildine attended a Leeds City College Skills for Life literacy class, after realising she needed the skills to edit her book. She has already achieved an Entry Level 2 qualification in Literacy, she attends a book club reading Quick Reads books, has learnt to use a computer and completed courses in Indian Head Massage and Painting and Drawing Level 1.Her tutor Ann Eveleigh says: “Learning to read and write has made a tremendous difference to Geraldine’s life. She is now more confident, talkative, bursting with life and energy.”

Gerildine said, “Firstly I am not thick, I know that I can learn and can achieve. It’s like a door opening, I cannot stop reading, I have books galore at home; I now understand the joy of reading. I used to walk with my head down, but now I’m looking at everything, hoping to learn more.”

Gerildine is also in the last stages of editing her book. “My experiences have been very difficult. It’s been a way to address everything that’s happened to me and move forward. It’s like magic to me now. I know I will be learning all of my life.”

You can view a video profile of Gerildine Talbot on the Adult Learners’ Week website: www.niace.org.uk/ALW/2009/public/winners2009.htm

Gerildine’s story also features in the My Story magazine, on pages 4 and 5.


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http://www.niace.org.uk/ALW/2009/public/winners2009.htm

David MonteithHaving a lifelong dream of becoming an actor, David Monteith plucked up the courage to take drama classes at the age of 38 after a “bizarre encounter”, and has since seen his dream become reality. He is now a professional actor and has developed his skills further by successfully taking up directing.

Encouraged by his parents to pursue more traditional subjects, David studied Biology at university. After spending 20 years in a variety of careers, David made the decision to enrol on an introductory drama course to rediscover his passion for acting. He says, “A year of soul-searching in Jamaica and a bizarre encounter with a drunk man in Soho turned me to adult learning.”

After the introductory course, David then went on to enrol on an advanced class and successfully auditioned for City Lit Rep Theatre Company. After performing with them just twice, he was spotted by an agent and began performing professionally. Taking part in several national tours, including the lead in a Benjamin Zephaniah play, David has now developed his acting to the point where he no longer needs a ‘day job’ to pay the bills.

“Learning has given me the chance to live in a way I only dreamed about before,” said David. “It has also equipped me with the skills to manage this new life.”

Not content with just acting, David has branched out into directing. He has also joined the Drama and Speech Faculty at City Lit, where he learnt his skills, and now teaches acting and podcasting. “In many ways I feel I have come full circle,” he said. “Learning gives you the chance to explore your limits, to test the water for new hobbies, a new career or lifestyle. To literally discover a new way of being.”

Stories from all 2009 Adult Learners’ Week Award winners are available online:www.niace.org.uk/ALW/2009/public/winners2009.htm


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Curriculum references

Adult Literacy Core CurriculumOnline: www.dfes.gov.uk/curriculum_literacy/

Wt/E3.1 – Plan and draft writingWt/L1.1 – Plan and draft writing understand that planning must take account of purpose, context and audience understand that planning needs to be sufficiently clear and organised to be used

as the basis for drafting know different techniques for planning writing, e.g. notes, lists, diagrams, flow

charts know when planning and drafting are appropriate and when it is necessary to

write something straight off

Adult Literacy Curriculum Framework for ScotlandOnline: www.aloscotland.com

The skills of writing: using language appropriate to intended purpose/reader using word-processing facilities for planning, drafting, composing, editing and

proof-reading handwriting

Knowledge of literacies, the knowledge that: there is a process to writing that includes:

o thinking what we want to say, why we want to say it and who will be reading what we write

o planning, organising and sequencing our meaning

Understanding literacies, the knowledge that:Writers need to consider choosing presentation tools which are appropriate to the purpose.

Functional SkillsOnline: www.qca.org.uk/qca_6062.aspx

Entry 3: Write documents with some adaptation to the intended audience. plan, draft and organise writing sequence writing logically and clearly


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http://www.qca.org.uk/qca_6062.aspx

http://www.aloscotland.com/

http://www.dfes.gov.uk/curriculum_literacy/

Additional resources

Useful websites:

BBC My StoryThe My Story website contains inspiration and tips on writing stories, and of course you can submit your story for the competition.www.bbc.co.uk/mystory

BBC My Story – partner resourcesThere are more free My Story resources available on the raw partner’s site:www.bbc.co.uk/raw/partners/tutors/mystory.shtml

raw is the BBC’s adult skills website aimed at the millions of UK adults who want to improve their ‘skills for everyday life’. The site is highly interactive and video rich, using entertainment and immersive material to draw in learners. Currently the site contains two areas; raw money which is all about managing your money better and raw computers which is for absolute beginners and those wanting to learn how to use the internet. In September, to support the My Story website, literacy resources will be launching.www.bbc.co.uk/raw

Sign up to the newsletter to keep up to date with the raw campaign; including information on free resources and when the literacy material will launch:www.bbc.co.uk/raw/partners/newsletter.shtml

BBC SkillswisePrintable and interactive resources for Skills for Life tutors and learners. This pack is based on the ‘Planning your writing’ section.www.bbc.co.uk/skillswise www.bbc.co.uk/skillswise/words/writing/planningyourwriting/

Adult Learners’ WeekThe Adult Learners’ Week site contains stories of past winners and guidance for Learning Providers on organising events in their area.www.niace.org.uk/ALW/2009/

The BBC is not responsible for the content of external internet sites.


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http://www.niace.org.uk/ALW/2009/

http://www.bbc.co.uk/skillswise/words/writing/planningyourwriting/

http://www.bbc.co.uk/skillswise

http://www.bbc.co.uk/raw/partners/newsletter.shtml

http://www.bbc.co.uk/raw

http://www.bbc.co.uk/raw/partners/tutors/mystory.shtml

http://www.bbc.co.uk/mystory

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