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- 11: Ten Character Diary Entries
- Explores the diary entries that a character in a novel, play, or short story might write. Activities include considering who the character in the work admires most, what the character is worried about, and what the character's goals and dreams are.
- 12: Ten Ways to Write about Style
- Outlines analytical writing assignments that focus on the writer's own ideas about style and the ways that others use stylistic elements. Activities include translating a fable from one style to another and analyzing the style that an author uses in a passage from a novel or short story.
- 13: Ten Audience Analysis Exercises
- Asks students to think about their readers from a slightly different point of view (as an opponent in a soccer game, for instance), or to think about the similarities and differences that they have to their readers. The exercises lean more toward persuasive and informative writing assignments, though they could be rephrased or adapted for other uses.
- 14: Ten Critical Literacy & Technology Writing Assignments (Part 1)
- Provides the first installment focusing on questions that we can ask students to consider as critical thinkers interacting with computer technology. Most of the assignments ask students to look at the ways that computer technology is presented in the world around them, so access to computers in the classroom is not necessary for students to work on these assignments. Assignments include considering naming conventions for software, internet addresses, and hardware, proposing ways to increase access at their school, and exploring the ways that computers and computer technologies are shown in advertisements.
- 15: Ten Critical Literacy & Technology Writing Assignments (Part 2)
- Provides the second installment focusing on questions that we can ask students to consider as critical thinkers interacting with computer technology. Most of the assignments ask students to look at the ways that computer technology is presented in the world around them, so access to computers in the classroom is not necessary for students to work on these assignments. Assignments include considering parodying computer advertisements, analyzing the portrayal of computers in a science fiction show, and examining the way that the "dangers" of computers and technology are discussed in news, advertisements, and other sources.
- 16: Ten Reading Comprehension Exercises
- Focuses students' attention on the various
ways of reading a text, with an eye toward helping them
differentiate among skills such as comprehension, summary,
interpretation, and analysis. Activities include asking readers to
focus on fact versus opinion, considering the text from a
different perspective, and rereading the piece as instructions for
a process.
- 17: Ten Creative Writing Activities
- Outlines creative writing activities to
help students compose poems, short stories, and other creative
assignments. Activities include a show and tell assignment, a
written scavenger hunt, random words epigraph story, and a place
poem.
- 18: Ten Persuasive Writing Prompts
- Includes basic prescriptive-descriptive
writing prompts focusing on local school problems. The prompts are
based on the assignments typically included in standardized
writing tests (like the Texas Assessment of Academic Skills, or
TAAS test). Prompts focus on discussing school uniforms, litter
problems on the school campus, and the problems of a new highway
exit near the school campus.
- 19: Ten Narrative Writing Prompts
- Explores narrative writing prompts, similar
to those included in standardized writing tests. These prompts are
longer than those typically used in these tests, but they can be
easily revised
to bring them more in line with test
language. Prompts include writing
about a childhood event, narrating a "lightbulb moment," and
telling about the way that a place changes over time.
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20: Ten Novel Essay Questions
- Lists essay exam or writing prompts for
students working with novels. Activities include considering the
role that gender plays, exploring how readers can tell the "good"
characters from the "bad," and considering the novelist's "passion
to write."
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[11 to 20]
[21 to 30]
[31 to 40]
[41 and beyond...]
Originally Posted on the NCTE Web on February 14, 2000.
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