Week 4 Discussion Summary

This week we began by discussing the emotion shown in a writing sample. As a group we agreed that it was a recount. We discussed the inconsistencies shown in the use of surface features. The group agreed that the missing punctuation made the text hard to read, and this detracted from the emotional impact of the writing. However we also discussed how the dialogue and urgency of the writing shows the excitement of the writer.

We had been asked to bring in samples of different text genres. After looking at several genres, comparing them to the text descriptions in the textbook (Winch, 2012, ch. 14) we discussed the different genres. What our group found most interesting was the way that some genres fit so well within the textbook’s description while others were more difficult to place. We found this to be the case when comparing procedural texts and exposition texts. The procedural texts brought in had many or all of the features described in the textbook, where as the exposition had to be closely examined to find just enough features to make a decision about where it fit.

Our group discussed why this might be. We spent a lot of time discussing how there are different ways to argue or examine an issue and how this could change a text. We analysed the exposition samples to see if they were primarily an interview, opinion poll, or balanced argument. Then we discussed how this could affect which genre the sample might fit into. This led us into a discussion of how the genres could overlap. It seemed that all we could do was place a text in the genre that it had the most features of, even if it didn’t fit exactly.

We finished the discussion with the agreement that it is important to teach different text types. We thought that this learning was important to students because they needed to know different, interesting, and relevant ways of communicating throughout their lives. However, we were concerned with the way that this would be taught. It was clear from our discussion of this that it is important that students; understand the purpose of the texts as well as the formulas to create them, have an interest in the content of the texts, and can connect their learning to real life applications.

Yours Truly, Goldilocks

Written by Alma Flor Ada

Illustrated by Leslie Tryon

This picture book combines the characters from a number of classic children’s books and is about their interactions after their own stories are over. It is told through the use of letters and a picture accompanies each letter. What I find interesting about the story is that without the pictures, half of the story would not make sense. This book is also a great example of the way that correspondence can tell a story.

Outback Ferals

Written by Hazel Edwards.

This novel is successful because Edwards has used language appropriate to the outback setting. She uses a trendy writing style and tells the story in the present tense. This appeals to me because I feel like I'm there, rather then having someone retell me a story. I couldn't put this book down because the plot is full of adventure and suspense up until the very last page. 

There's a Hippopotamus on Our Roof Eating Cake

Written by Hazel Edwards.

Illustrated by Deborah Niland.

This picture book is about a young girl's imaginary friend who always understands her and how she feels. The idea of a hippopotamus living on the roof is ridiculous, but I think it is a good example of the way young children make things up to identify with other things that they don't understand, like their Mummy’s diet, being smacked by Daddy, or feeling like they have no friends.

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Uncanny by Paul Jennings (1988)

Uncanny is a books of short stories written by Paul Jennings.  The stories written in this book are written in typical Paul Jennings style incorporating humour, some quirky tales and an underlying moral message.  I particularly liked Spaghetti-Pig out as it felt as if it had a very strong moral message against Bullying.  I thought this was very enjoyable and funny but was able to get me to connect emotionally with its hidden message.

Hatchet by Gary Paulsen (1987)

This is a novel I first read as a child and was one of the few that were compulsory through school that I enjoyed.  I really liked the way the author portrays the fear that the main character, Brian is feeling throughout the story and the exciting manner in which the story is told.  Some of the scenes during the novel are so intense that I found myself on the edge of my seat even after reading it once before.  It is also interesting the way that the author portrays Brian’s struggle to survive in comparison to his struggle to tell his father the truth about his mother’s affair.

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The Lost Thing (2000) by Sean Tann

This week I looked at the lost thing by Sean Tann.  Being previously unfamiliar with the work of Sean Tann I found this picture incredibly interesting.  I loved the pictures that were used throughout the book that were so thought provoking and emotion filled.  I really liked the underlying message in this book of something different finding their place in the world.  The use of pictures is just incredible in this book.

The Burnt Stick (1994) by Anthony Hill

This again is a picture book but it is completely different to the lost thing.  This book uses a lot more words that are accompanied by images.  I chose this as I am very interested in aboriginal culture and I was very impressed and moved by the portrayal of this story.  It really reinforced the sadness and emotion that the stolen generation would have felt when they were separated from their families and sent to missions.  It is a very good book for giving an emotional insight into the stolen generation.