The title of the resource this week is, ‘Developing literacy and creative writing through
story making: story strands for 7-12-year-olds (Bowkett, 2010)’. In two to three
paragraphs, analyze two different strategies and evaluate their importance in helping to
develop literacy and creative writing through story making. Reference this Unit’s reading
resources to support your ideas.
Analysis of two different strategies and their importance in helping develop literacy and
creative writing through story making.
Youngsters learn that stories may be started anywhere and will eventually take shape if
they are approached in a creative way. There are many things that come to mind when you think
about plot, characters, and place. The environment of the narrative should be considered to get
insight into the character's conduct, which will impact the story's timeline of actions. The world
in which the characters inhabit is just as important as the stage on which they perform (Bowkett,
2010).
: A strategy I would look at first, is how sentences are constructed. With the help of
graphic strips, students may construct longer, more complex sentences, paragraphs, and stories.
Using the images on either side of the blank areas, children may be taught to write words that
include them. Because it teaches kids how to break down the daunting task of constructing a
whole tale into achievable steps, and because it gives them a chance to carefully choose words,
this is critical. These stories are sometimes composed as they go through, but pre-chosen images
might help keep children's minds focused on the story at hand. Furthermore, as children get
more familiar with this activity, they are more likely to produce stories that are more coherent
and predicated. Children are expected to read the whole comic and imagine how the story will
progress. It's possible to ask them about a wide range of various stories. This is important
because it enables young writers to build more logically coherent stories rather of compromising
for the first notions that come to mind immediately. As a further benefit, these graphic strips
serve as a link between simple and more complex words. With a brief remark, maybe related to
the visuals being utilized by the young people, they should begin their presentation (Bowkett,
2010).
The second approach to examine is contextualizing and interpretting. By formalizing the
process using graphic strips, youngsters learn about the "linear connection" that happens
throughout the process of creating words and narratives. Through a sequence of images with
gaps, children learn how to piece together a story's setting. The children may next be assigned
the task of developing a basic background for the whole sequence to accompany the images they
have generated. Creating a comic strip does not need the youngsters to generate a storyline
beforehand. To create a longer "story strip," it will be essential to recruit more children.
story making: story strands for 7-12-year-olds (Bowkett, 2010)’. In two to three
paragraphs, analyze two different strategies and evaluate their importance in helping to
develop literacy and creative writing through story making. Reference this Unit’s reading
resources to support your ideas.
Analysis of two different strategies and their importance in helping develop literacy and
creative writing through story making.
Youngsters learn that stories may be started anywhere and will eventually take shape if
they are approached in a creative way. There are many things that come to mind when you think
about plot, characters, and place. The environment of the narrative should be considered to get
insight into the character's conduct, which will impact the story's timeline of actions. The world
in which the characters inhabit is just as important as the stage on which they perform (Bowkett,
2010).
: A strategy I would look at first, is how sentences are constructed. With the help of
graphic strips, students may construct longer, more complex sentences, paragraphs, and stories.
Using the images on either side of the blank areas, children may be taught to write words that
include them. Because it teaches kids how to break down the daunting task of constructing a
whole tale into achievable steps, and because it gives them a chance to carefully choose words,
this is critical. These stories are sometimes composed as they go through, but pre-chosen images
might help keep children's minds focused on the story at hand. Furthermore, as children get
more familiar with this activity, they are more likely to produce stories that are more coherent
and predicated. Children are expected to read the whole comic and imagine how the story will
progress. It's possible to ask them about a wide range of various stories. This is important
because it enables young writers to build more logically coherent stories rather of compromising
for the first notions that come to mind immediately. As a further benefit, these graphic strips
serve as a link between simple and more complex words. With a brief remark, maybe related to
the visuals being utilized by the young people, they should begin their presentation (Bowkett,
2010).
The second approach to examine is contextualizing and interpretting. By formalizing the
process using graphic strips, youngsters learn about the "linear connection" that happens
throughout the process of creating words and narratives. Through a sequence of images with
gaps, children learn how to piece together a story's setting. The children may next be assigned
the task of developing a basic background for the whole sequence to accompany the images they
have generated. Creating a comic strip does not need the youngsters to generate a storyline
beforehand. To create a longer "story strip," it will be essential to recruit more children.
