The beginning of the end.

Thanks for all those who made it in today. We now have two classes left. We will be using the time (as we did today) to finish off all the bits and pieces of work that you need to complete for the communication unit.

Here is what needs to be completed. By the end of the unit you should have:

• prepared and taken an active part in a group discussion on Trainspotting
• completed and submitted a final draft of a review, essay or other piece of writing
• completed all responses to questions on the Intermediate 2 OR Higher reading assessment

You can, of course, email me anything that is still outstanding (jerryoneill@stevenson.ac.uk)

Continuing with reading

Today I went through the Bob Carlos Clarke article and questions. I gave out sample answers to that text to give you an idea of how a student might approach that assessment. We talked through the sample answers.

We also worked out what level of reading assessment you would do. I handed out the reading assessments (Intermediate 2 and Higher) for you to read through. I took them back at the end of the class as these assessment texts need to stay in college.

We'll continue with this reading work next week. Remember you are allowed to use dictionaries to help with this assessment.

I also handed back work to students who have handed me in essays and reviews. I still haven't had work in from all of you - here's a reminder of my email address: jerryoneill@stevenson.ac.uk

Critically reading texts

Today we focused on the critical reading aspect of the communication course. The writing and the reading elements of the course go hand-in-hand.

As you analyse other texts, bear in mind the comments that I give you on your texts (reviews and essays). In particular look at how these texts that we are analysing are written and how the writers put their ideas together. Any positive observations on these texts should be applied to your own writing.

In groups I asked you to consider some questions which were meant to get you to analyse the various purposes and aspects of four types of text: tabloid newspaper article ; broadsheet newspaper article; specialist magazine article; and a student essay.

I asked you to think about the type of reader associated with each. I also asked you to think about what these texts tend to write about and how they are written (the language).

After pulling your comments on these texts together, you started a practice reading assessment. It is an obituary on the photographer Bob Carlos Clarke and it comes from a specialist photography magazine.

You didn't have time to finish this in class so I asked you to continue it at home and bring it in next week.

I also collected essays and reviews that were due in today. If I didn't get one, I'm presuming that it'll be on its way to jerryoneill@stevenson.ac.uk by the end of day tomorrow (Friday).

Continuing with writing

Today we continued with putting the writing pieces together. I've asked for your first draft of these next week.

Remember that I said that we are slowing the writing process right down here. I've asked everyone to do some sort of plan - use a plan that makes sense to you. I don't care what it looks like as long as it shows that you've thought about the various bits of your piece and how they fit together.

Starting the writing task

Today most people started working on their written piece for the unit. Some of you went up to the Learning Centre, while others preferred the serenity of the deserted classroom.

Most people seemed fairly happy with what they are doing at this stage. I've had some very interesting conversations with people about their pieces - there is a wide range of interesting and engaging topics. I'm looking forward to reading them ..

I made the point, and I'll make it again here, that what you are doing for me is a slowed down version of the writing process. We want you to think of the purpose, the format, the intended reader, the style and, very importantly, the structure of your piece before you jump in and start writing. Remember your writing piece is, or will be, a thing of great beauty and, as such, it needs to be carefully considered and planned before you carve that beauty with words.

Have a look at the BBC Skillswise link on the menu in the right-hand-side if you'd like some tips on grammar, spelling and punctuation.

Thinking about writing

Today we took a step away from Trainspotting and started to look at our next task: producing a piece of writing.

I split folk up into groups and asked everyone to put together an essay that was, literally, in pieces. The idea of this was for you to work out the logical sequencing of ideas in the essay and to identify elements like the introduction and conclusion. Of course, some visually astute students noticed that I didn't cut it up very well and achieved this quite quickly by using their jig-saw skills rather than their language analysis skills.

We also chatted briefly about what we mean by an essay. There were some thoughtful suggestions on this: for example: something based on fact; something that has an argument. Does anyone know the origin of the word "essay"? That in itself gives us an idea of what an essay is. And does an essay need to be written?

I also asked you, in groups, to come up with what you regarded as the aspects of a good essay. You did this very well and came up with an excellent set of criteria. These related to the technical aspects of writing (grammar, spelling, punctuality! (or punctuation as I like to call it)); structure; the development of an argument or idea; good introductions and conclusions; strong planning and research.

Thanks to Roxine for making sense of all the different ideas and structuring your ideas and James and Joe for the photos of your work (I'm thinking of submitting these for the Turner Prize).

Trainspotting adjectives

Here are the adjectives that you used to describe Trainspotting in your discussions ........

Funny, interesting, partly-disgusting, frightening, depressing, dark, realistic, imaginative, rough, unforgiving, stylised, grim, stunning soundtrack, very thought-provoking, very engaging, challenging, satirical, powerful, graphic, sinister, dangerous journey, grisly, horrific, gratuitous, honest, original, casual, intense, youthful, bizarre, horrible, disturbing, good, surreal, gritty, fast-paced, controversial, aggressive, Scottish, hilariously funny, rollercoaster rush, unforgettable, astonishing, fearless, charming, opinionated, moving, vibrant, gritty, bleak, black, unreserved, anti-establishment, sharp, witty, entertaining, poetic, sleazy, intense, grimy, psychedelic, Ewen-McGregor-ish, eye-opening, vivid, imaginative extroverted, cocky, catastrophic, original, creative, sad, desperate, criminal ...

These are great. Also they can be used as a useful word-bank for writing about film.

If I've left any out you can add them as a comment.