System of Writing 2015 PDF

7/24/2019 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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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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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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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


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Intense Activity on 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.


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Summarize and dress-up the selection,The Liger


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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.


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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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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


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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.


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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


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


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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.



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V. CRITIQUE

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GOALS


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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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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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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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

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System of Writing 2015 PDF

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