system of writing 2015 pdf
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Pudewa
System ofWriting
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OVERVIEW OF THE SYSTEM
1. Develops the skill of organizing thoughts2. Limits ideas to the central topic of ones
composition3. Verbally explains and retells a previously
read composition in own words guided byindividual outlines
4. Incorporates style and structure in futurecompositions
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WHAT IT IS NOT
1. A guarantee of improvement in spelling,grammar, or handwriting
2. A guarantee of a stunning composition onsomething one is not knowledgeable of.(Content)
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I. Note Making and Outline Summarizing(Key words: from each sentence)
No dress-ups
THE STRUCTURAL MODELII. Note Making and Outline - Summarizing
(Key words: from each sentence)With dress ups
III. Summarizing A Reference(Key words: from facts from one
source)
IV. Summarizing Narratives
(key words: from answers to storysequence questions)
V. Formal Critique Writing
VI. Writing from Pictures
VII. A Creative Writing (Narrative) VII. B Creative Writing (Informative)
VIII. Research Reports
IX. Formal Essay
X. Persuasive Essay4
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BASIC PRINCIPLES
1. Students use an outline to help organizetheir ideas.
2. Students use a checklist to check thestructure, style, and mechanics of theircomposition.
3. Outlines and checklists vary for everytype of composition.
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I. SUMMARIZING FROM NOTES
GOALS
At the end of this Unit, the participantswould be able to:
Choose and record key words whichwill help remember the complete ideaof a selection
Retell the ideas using only the outline
Write your own summary of theselection
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3 keywordsonly per
sentence,but
symbolsare free
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Retell the selectionusing only your outline.
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I. SUMMARIZING FROM NOTES
Now you are ready to write your summary.GUIDELINES: Composition follows concrete
and basic structure.
1. Composition has proper margins.2. Composition is double spaced.3. Paragraphs always start with indentions.4. Full name of the writer is always
indicated.5.* The title reflects the final sentence.
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I. SUMMARIZING FROM NOTES
Homework:
Summarize the selection
The Sound of the Sea
-End of Day 1-
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II. SUMMARIZING FROM NOTESwith DRESS-UPS
Once the students have sufficientlymastered Summarizing fromNotes, they will be introduced tothe concept of dress-ups. Dress-Ups are used to add style to onescomposition.
In the Pudewa System, dress-upsare learned by the studentsgradually. In the first stage, 3dress-ups are added.
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II. SUMMARIZING FROM NOTESwith DRESS-UPS
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1. Quality Adjectives describing words;modify nouns or pronounsex: attractive, humongous, ecstatic
2. Strong Verbs specific action wordsex: remarked, strutted, dashed
3. -ly words otherwise known as adverbs of
mannerex: sadly, initially, definitely
II. SUMMARIZING FROM NOTESwith DRESS-UPS
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Intense Activity on Dress-Ups
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II. SUMMARIZING FROM NOTESwith DRESS-UPS
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Since dress-ups have been added, thechecklist changes. We will now use theSummarizing from Notes v2 checklist,which incorporates 1 quality adjective,1 strong verb and 1 ly word.
II. SUMMARIZING FROM NOTESwith DRESS-UPS
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Summarize and dress-up the selection,The Liger
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II. SUMMARIZING FROM NOTESwith DRESS-UPS
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Other Dress-Ups
4. who-which clauseEx. The lion, who felt he would never be able to
disentangle himself from the hunters net, was mostgrateful for the appearance of the little mouse.
5. because clause - states a reason; establishes a causeEx. The hare was delighted because he knew it would be
an easy race.
6. www.asia - acronym for when, while, where, as, sinceif, although; helps the writer form complex sentences
Ex. The cheese dropped to the ground when the crowbegan to sing.
II. SUMMARIZING FROM NOTESwith DRESS-UPS
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Sentence Openers- the first word in the sentence, used to vary sentence
beginnings
1. Prepositional In the meadow, the rabbithopped contentedly while eating his carrot.
2. -ly word Contentedly, the rabbit hopped inthe meadow while eating his carrot.
3. Ing word Hopping contentedly in themeadow, the rabbit ate his carrot.
4. Clausal - www.asia+because While eatinghis carrot, the rabbit hopped contentedly.
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II. SUMMARIZING FROM NOTESwith DRESS-UPS
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Decorations
1. Dramatic Opening short dramatic sentenceat the beginning.
Ex. All children, except one, grow up. - Peter Pan(1911), J.M. Barrie
2. Dramatic Closing short dramatic sentence atthe end.
Ex. All was well. Harry Potter and the DeathlyHallows (2007), J.K. Rowling
II. SUMMARIZING FROM NOTESwith DRESS-UPS
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Decorations
3. Conversation dialogue spoken by thecharacters in the story
Ex: The dog also didnt realize that it was hisreflection in the water and said,Who are you? The Dog Never Learns His Lesson, Anton Javelosa
4. Question an interrogative sentence added toinject flair and drama
Ex: Is it just an endless hole that can kill me? Where Am I Going in the Universe?, Keith Gironella
-End of Day 2-
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III. SUMMARIZING A REFERENCE
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GOALSAt the end of this Unit, the participants wouldbe able to:
Read and understand the selection/ article/material/ source
Make a key word outline by writing downfacts key words are limited to three refer to check list for the rest of the
guidelines Make a summary of the key word outline
coherent to the original selection Dress up
III. SUMMARIZING A REFERENCE
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GUIDELINES
This unit entails summarizing a selectionfrom a single source.
Limit key words to the most essentialones from the selection despite thelength of the source
Framework will be confined to
Introduction, Body, and Conclusion. Clincher always the last set of keywords that are used to create a title.
Title - repeats the key words of theclincher
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23Write the summary and proof-read your work using the
Summarizing a Reference checklist
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BONUS: THE SHORT ESSAY
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This is not part of the Pudewa System,but was introduced in order to aidstudents in writing short compositions.
It follows the Introduction, Body, andConclusion format.
BONUS: THE SHORT ESSAY
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BONUS: THE SHORT ESSAY
Homework:
Write a short essay on thetopic:
If you were a character in abook, who would you be andwhy?
Use the Short Essay checklist
to proofread your work.
-End of Day 3-
IV. SUMMARIZING NARRATIVES
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GOALS
At the end of this Unit, the participantswould be able to:
To learn to identify the story sequencein a narrative story.
To learn to make outlines based on the
story sequence chart. To summarize stories from individual
outlines and consequently internalize thecomponents of a well-constructed story.
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GUIDELINES
We want to retell or simply summarize astory.
Dress-ups and sentence openers can beincluded in the outline to support otherkey words
Clincher still the last set of key words inthe outline
Story Clincher Title ideas Twist in the story ending
IV. SUMMARIZING NARRATIVES
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As a class, complete theoutline for the selection,The Fox and the Crow.
Individually, write thesummary, mark your
dress-ups and proof-readyour work using theNarrative Storieschecklist.
IV. SUMMARIZING NARRATIVES
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V. CRITIQUE
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GOALS
At the end of this Unit, the participantswould be able to:
Learn a solid structure for book reports,reviews, and critiques
Develop a critique vocabulary which aidsliterary analysis
Use a five-paragraph format bycombining the basic Story Sequencewith Introduction and Conclusionparagraphs
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V. CRITIQUE
GUIDELINES
The Critique Model
I. INTRODUCTIONII. Characters / SettingIII.Conflict / ProblemIV. Climax / SolutionV. CONCLUSION }
basicstory
sequence
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V. CRITIQUE
WHAT TO WRITE IN THE INTRODUCTION
Title
Type of story
Author + biographical / historical
information Publisher
Date of publication
Pages
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V. CRITIQUE
Sample:
The Fox and the Crow (Introduction)
The Fox and the Crow is a fable attributedto Aesop. Having only one illustration whichcovered most of the page, this story wasextremely short. As is often the case with suchwell known anecdotes, animal characters whodisplay human traits are pictured in clothing. Not
surprisingly, this one-page tale was found in abook of over fifty of Aesops fables from the locallibrary. The publisher is Grandy Books.
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V. CRITIQUE
WHAT TO WRITE IN THE CONCLUSION
Liked? Why?
Disliked? Why?
Never use I
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V. CRITIQUE
Sample:
The Fox and the Crow (Conclusion)
Mainly intended to parody our human weaknesses,fables such as these often teach a lesson which, if heeded, may save us some discomfort or misfortune inthe future. Portraying the criminal type, the fox will stoop to any depth of deception to achieve material satisfaction. Conversely, the crow demonstrates theultimate in self-absorbed foolish ignorance. By becoming aware of these extremes in human character,we may possibly avoid being taken advantage of or,
perhaps, learn how to deceive and defraud others morefoolish than ourselves. This story teaches us that thereis a little of the Fox and the Crow in each of us.
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APPLICATIONS OF THEPUDEWA SYSTEM
When combined with V/V, thePudewa System should help theteacher enable the student finishhis / her composition
Visualizing and Verbalizing occursduring the creation of the outline.
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APPLICATIONS OF THEPUDEWA SYSTEM
Summarizing from Notes Summarizing a Reference Short Essay
Can be used in almost all subjects
Examples:
1. in creating reviewers for finals
2. as a supplementary activity foradvanced students
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APPLICATIONS OF THEPUDEWA SYSTEM
Science summarize the life story of a scientist summarize a scientific event (ex. how
Dalton came up with his atomic model) History - summarize a Flight Literature - for chapter summaries Religion & Bible History - summarize Bible
stories and chapters in Bible History
Summarizing Narratives
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APPLICATIONS OF THEPUDEWA SYSTEM
Very useful for any narratives that can bereviewed especially in Literature
For any subject that makes use of films ordocumentaries, require the students to submit a
critique.
Critique