G7 research assignment – organising our findings

Today, we discussed basic beginning-middle-end structures of texts.  We outlined the need for:

– a clearly defined overall topic
– a thesis about the main topic (main or important idea about the topic)
sub-topics, or categories for information, that relate back to this main topic.

We then used pie graphs to think about our categories. We found that our research questions were a good way to help us create this sub-topics. Following this, we then thought about a logical order for these ideas. We found that:

* basic, general facts often come first
* details become more specific as we progress through the text
* there is often an influence of time/chronology; events are put in a chronological order
* the conclusion of something (or end of an event) often comes at the end… fancy that!

We then applied this process to our own topics.  Here is what our focus groups came up with:

Finally, we examined some magazine articles, looking for elements of content, organisation and style/language.  Here are our deconstructions:

Criterion (A) Content:
– pictures
– graphs
– maps
– interesting anecdotes / stories
–  quotes from famous people

Criterion (B) Organisation:
– big title
– sub-headings
– captions for pictures
– some indented quotes or important lines of text, written in a big box
– beginning, middle and end

Criterion (C) Style and Language Use:
– proper nouns (names of people and places)
– mix of first person and third person; sometimes there was a personal point of view, other times it was more distant
– different points of view
– noun phrases (complicated sounding words)
– present and past tense verbs (though we thought past tense would be more useful for us in this assignment)


“Seeing is Believing!” Turning word pictures into ideas

In our Grade 8 English poetry unit we have been exploring literary devices (including simile, metaphor, onomatopoeia, personification, proverb, idiom) and imagery (five senses – sight, smell, hearing, touch, taste).  We have found these pieces of language to figuratively describe objects and things in a vivid, descriptive way.

Today we have moved on to looking at how these vivid images might actually hide deeper, more abstract ideas and morals.  Here are some deconstructed examples of student poetry…