Course Title: Produce Writings - Writing for Children

Part B: Course Detail

Teaching Period: Term1 2013

Course Code: COMM5405

Course Title: Produce Writings - Writing for Children

School: 345T Media and Communication

Campus: City Campus

Program: C4171 - Certificate IV in Professional Writing and Editing

Course Contact : Program Administration

Course Contact Phone: +61 3 9925 4815

Course Contact Email:mctafe@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Teacher: Jude Rossell
Email: judith.rossell@rmit.edu.au

Nominal Hours: 105

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

 At RMIT, Produce Writings – Writing for Children is delivered and assessed along with the following competencies:
• CUSRAD01A – Collect and organise information
• CUVCOR03A – Develop, refine and communicate concept
• CUVCOR11A – Source information on history and theory and apply to own work

Course Description

Produce Writings –Writing for Children supports the attainment of skills and knowledge required to write and market material for young children.
You are introduced to the works of various children’s writers and examine the techniques used in writing picture storybooks, junior novels and other forms of fiction and non-fiction materials for children. You also experiment with a range of approaches and techniques while creating your own body of work.
 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VBP552 Produce Writings - Writing for Children

Element:

1. Analyse the purpose of the writing task

Performance Criteria:

1.1 The purpose of the work is confirmed with relevant parties
1.2 The form, media and technique most appropriate to the purpose of the writing task is selected
1.3 The stylistic and cultural context of the writing task is proposed to meet the writing objective
 

Element:

2. Investigate the scope of the writing task

Performance Criteria:

2.1 The level and scope of the writing task is analysed to determine the length and style of the work
2.2 The level of research required to fulfil the agreed outcome to the required style and standard is analysed
2.3 The resources necessary to retrieve or generate the relevant information is determined
2.4 The type and level of information required to suit the context of the writing task is planned
 

Element:

3. Plan the writing task

Performance Criteria:

3.1 The writing task is planned to reflect the media, scope, structure and content of the work
3.2 Ideas are organised and developed into an ordered sequence
3.3 All resources required to deliver the writing task are organised
3.4 A timeline for the completion of the writing task that reflects the critical milestones is determined
 

Element:

4. Create the writing task

Performance Criteria:

4.1 Components of the information required and the form in which the writing will be developed, constructed and presented is resolved
4.2 The intention of the writing task and the characteristics of the audience are reflected in the writing
4.3 Appropriate processes and research are utilised to retrieve the necessary information
4.4 The particular characteristics of the media are analysed to inform the writing in a way that is appropriate for the purpose of the writing
4.5 Relevant information sources are employed to generate and inform the writing task
4.5 Common literary devices and the metaphoric function of language are integrated into the writing task
4.6 Writing task is produced in accordance with writing goals
 

Element:

5. Realise the writing task

Performance Criteria:

5.1 The writing task is appropriate for the media, the context of the brief and the style of the subject matter
5.2 The language in which the writing task is written is suitable for the intended audience
5.3 The writing task is proofed and edited to the standard required for presentation
5.4 A draft is presented, if required, to the client to confirm that the work is acceptable
5.5 Work is adjusted as required and presented in the agreed manner and timeframe
 


Learning Outcomes


On successful completion of this unit, you will have gained insight into the process of writing for children. Through research and practice you will be able to develop an initial concept into a written work for children.
  


Details of Learning Activities

In this course you learn through -

In-class activities:
• lectures
• industry speakers
• teacher directed group activities/projects
• peer teaching and class presentations
• group discussion
• class exercises to review discussions/lectures
• reading of excerpts of writings and set texts to provide examples of writing elements
• workshopping of students’ own projects
• analysis/critique of writings

Out-of-class activities:
• independent project based work
• writing and reading assignments
• online and other research
• independent study


Teaching Schedule

Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.
 

Consultations

Week
Starting
Class Content                                                                                                                                                                                               
Assignments             Due                            
Competency & Elements                                                  

 Week 1


 

Explanation of the year’s work and assessment.
Discussion of individual project ideas
Who are you writing for? Researching your market.
  VBP 552 Analyse  purpose of writing task
CUVCOR11A Collect information on history and theory
CUVCOR03A Develop concept
CUSRAD01A Collect relevant information

 Week 2

Beginning! – Developing your concept.
Character or plot first?
Initial writing exercises.
 
 VBP 552 Investigate the scope of the writing task
CUSRAD01A Collect & assess information
CUVCOR11A Collect information on history and theory
CUVCOR03A Develop concept

 Week 3


 

Who is your protagonist?
Developing character
  CUVCOR11A Collect information on history and theory
CUSRAD01ACollect and assess information

 Week 4


 

Plotting your novel.

Common plotting problems and exercises.
 

 CUVCOR03A Develop & communicate concept
VBP 552 Plan writing task
CUSRAD01ACollect and assess information
 

 Week 5

Who’s telling your story? Exploration of voice and viewpoint
 
 
 
 CUVCOR03A Develop & communicate concept
VBP 552 Plan writing task
CUSRAD01ACollect and assess information

 Week 6

 

Where is your novel set? Does it matter?
 
  CUVCOR03A Develop & communicate concept
CUVCOR11A Apply information to own area of work
VBP 552 Create writing task
 

 Week 7

 

Whole class workshopping
 
 CUVCOR03A Develop & communicate concept
CUVCOR11A Apply information to own area of work
VBP 552 Create writing task
 Semester break – Friday 29 March to Friday 5 April (inclusive)  

 Week 8

 

 Secondary characters – your protagonist can’t do it all on their ownAssessment 2 due
 CUVCOR11A Collect information on own area of work

 

 Week 9

 

 Telling your story - when to tell and when to show.

Using dialogue - speaking naturally.
 

 CUVCOR03A Develop & communicate concept CUVCOR11A Apply information to own area of work
VBP 552 Create writing task

 Week 10


 

Anzac Day - No class
 
  

 Week 11

 

Structure - yes you do need it. Story arcs and rising tension.
 
  CUVCOR03A Develop & communicate concept CUVCOR11A Apply information to own area of work
VBP 552 Create writing task

 Week 12


 

 Keeping it real - or not? Using our own and other people’s experience.
 
  CUVCOR03A Develop & communicate concept CUVCOR11A Apply information to own area of work
VBP552 Create writing task

 Week 13


 

 Descriptive writing – Can your readers cope?
 
 CUVCOR03A Develop & communicate concept   VBP552 Create writing task

 Week 14


 

Whole class workshopping
 

 
 CUVCOR03A Develop & communicate concept CUVCOR11A Apply information to own area of work
VBP552 Create writing task

 Week 15

 

Writing a synopsis - what is your novel really about?
Exploring theme.
 

  Assessment 3 due
 CUVCOR03A Develop & communicate concept CUVCOR11A Apply information to own area of work
VBP552 Realise writing task

 Week 16

 

Industry speaker (TBA)
 
 
 
 CUSRAD01A Communicate information
VBP552 Realise writing task
 Semester 2   

 Week 1

 

 Explanation of the semester’s work and assessment
Discussion around timelines
Initial writing exercises
Introduction to picture books –exploration of format.
Looking at the elements of story.
What makes a story work.
Writing for children and / or the parents?

 
  VBP 552 Analyse the purpose of the writing task
CUVCOR03A Develop concept
CUSRAD 01A - Organise & communicate information

 

 Week 2


 

 
Workshopping initial ideas and concepts.
Discussion of picture book format. The importance of creatig a dummy.
Stages and development of 3-5 year old children in relation to the content of pre-school picture books

 

 
 
VBP 552 Create writing task
CUVCOR03A Develop concept
CUSRAD 01A - Organise & communicate information

 Week 3


 

 
The character as story
Creating characters that readers will care about.
Creating characters in 400 words
  VBP 552 Create writing task
CUVCOR03A Develop concept
CUSRAD 01A - Organise & communicate information

 Week 4

 

 Death, anxiety and pooh.
Is anything off-limits? How to find material and how to treat it.

 
 VBP 552 Create writing task
CUVCOR03A Develop concept
CUSRAD 01A - Organise & communicate information

 Week 5


 
The "what if"
Pushing, twisting, enlarging and idea.
  CUVCOR03A Develop & communicate concept
VBP 552 Create writing task
CUVCOR11A Collect information on history and theory
CUSRAD 01A - Organise & communicate information

 Week 6

 

 Writing visually.
The illustrated text and picture book.

 

 CUVCOR03A Develop & communicate concept
CUVCOR11A Collect information on history and theory

VBP 552 Create writing task

 

 Week 7


 

 Playing with language 

 CUVCOR03A Develop & communicate concept
CUSRAD 01A - Organise & communicate information

VBP 552 Create writing task

 

 Week 8


 

 Conversations, dialogue and friendship  CUVCOR11A Collect information on history and theory

 Week 9

 

Middles and ends – structure and balance in picture book texts

 
 
 
 CUVCOR03A Develop concept
VBP 552Create writing task
CUVCOR11A Apply information 
CUSRAD01A - Organise & communicate information

 Week 10
 


 


Introduction to non fiction
 
 
CUVCOR03A Develop concept
VBP 552 Analyse purpose and investigate scope of writing task
CUVCOR11A Apply information 
CUSRAD01A - Organise & communicate information
Week 11Non fiction approaches
Guest speaker
 Assessment 5 due 
 Semester Break 23  Sept - 4 Oct  

 Week 12
 

 




Workshopping of novels

 
 CUVCOR03A Develop & communicate concept
VBP 552 Analyse purpose and investigate scope of writing task
CUVCOR11A Apply information
CUSRAD 01A - Organise & communicate information
Week 13Illustrations in non-fiction  
Week 14Review and revision - getting it right  

 Week 15

 

Consultations
 
Assessment 6 dueCUVCOR03A Develop & communicate concept CUSRAD 01A Collect,assess and organise information

 Week 16

 

 Guest editor
 
Assessment 7 due
VBP 552 Analyse purpose and investigate scope of writing task
CUSRAD 01A - Organise & communicate information


Learning Resources

Prescribed Texts

Any prescribed material will be provided by the teacher


References

You are advised to look at the course Blackboard site for ongoing updated information.


Other Resources

You require access to a computer and to the internet for this course


Overview of Assessment

Assessment for this course is ongoing throughout the semester. Your knowledge and understanding of course content is assessed through participation in class exercises, oral presentations and through the application of learned skills and insights to your writing tasks.


Assessment Tasks

To demonstrate competency in this course, you will need to complete the following pieces of assessment to a satisfactory standard. You will receive feedback on all assessment.

Semester 1.

Assessment Task 1: Read and review a minimum of 4 children’s or YA novels this semester. As you read each book, post a critical response to it on blackboard. (Response needs to be a minimum of 150 words) This works as a starting point for on-line discussion and become a shared resource for the class. The first response needs to be posted by March 7- All posts to be completed by May 31 (10%)


Assessment Task 2
: 1,500 words of a novel for children or teenagers. Due April 11 (35%)


Assessment Task
3: 3,000 words of a novel for children or teenagers. Due May 30 (45%)



Semenster 2

Assessment 4: A 10 minute presentation on an aspect of children’s writing or publishing that you have researched. (10%)
The actual presentation to be given on date organised with the teacher.
The presentation should be a detailed examination of an aspect of children’s writing or publishing.
Your presentation should be correctly formatted with references as appropriate and a bibliography.
You may accompany your presentation with appropriate overheads, and should pass around photocopies if using a page of text for their discussion.

Assessment 5: You can choose to submit either:

5.1. A text suitable for publication as a picture book. To be submitted as straight text and as a dummy.

OR

5.2. A further 2000 words of your children’s novel.


Assessment 5 is worth 40% and is to be submitted in class on Thursday September 19



Assessment 6: You can choose to submit either:

6.1. A second text suitable for publication as a picture book or a further 2000 words of your children’s novel.  (35%)

OR

6.2 A further 2000 words of your children’s novel

Assessment 6 is worth 40% and is to be submitted on Thursday October 24

 

Assessment 7:Writing to a brief (10%)
Write a proposal for an article suitable for The School Magazine, following the guidelines put out by the publishers on their website regarding themes, word count, content etc
OR
write a proposal for a junior nonfiction book, also following a publisher’s guidelines. Due Thursday October 31
 


Assessment tasks in this unit are graded.
To demonstrate competency in this course, you will need to complete the following pieces of assessment to a satisfactory standard. You will receive feedback on all assessment.


80 – 100% HD High Distinction
70 – 79% DI Distinction
60 – 69% CR Credit
50 – 59% PA Pass
Under 50% NN Fail

For further information on the criteria used, please refer to the course blackboard site.


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant
Unit of Competency. These are available through the course contact in Program
administration

Other Information

Attendance
The major learning experience involves studio based exercises, demonstration and production. It is strongly advised that students attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Cover Sheet for Submissions
All students must complete a submission cover sheet for each piece of submitted work.

Plagiarism - RMIT has a strict policy on plagiarism. For more information on this policy go to Academic Integrity

Copyright
All students have access to the myRMIT copyright shell. The myRMIT copyright shell contains information on copyright, plus also examples on how to use copyright works as part of your projects and assignments.

Special consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please refer to the following URL for extensions and special consideration:
www.rmit.edu.au/students/specialconsideration/online

Work submitted late without an extension or special consideration will be penalised. See the program website for more details.

Student Progress Committee
This committee promotes the early identification of students who are not achieving acceptable academic performance. The committee provides identified students with assistance and seeks to ensure such students are aware of the range of support services available to them at the University. Student Progress Committee (SPC)

Student Feedback
Students are offered opportunities to provide feedback through a variety of mechanisms including online surveys conducted at the end of each course or semester, student complaints and Student Staff Consultative Committees
 

Course Overview: Access Course Overview