Writing activity demonstration using fanfiction
My philosophy for facilitating writing is to activate previous knowledge students already have. By use of previous knowledge and scaffolding, self-correction and peer-review, students and language learners evolve into better, more assured writers.
The writing activity proposed is nurtured by the research done by Rebecca Black (2005), The New London Group (1996) and Kelly Chandler-Olcott and Donna Mahar, among others. These talented people have worked at length to provide research on the way students learn inside and out of today’s classrooms. They address the rise of intertextuality and multimodality that many of our students are so used to, and what the concepts of ‘lifeworlds’ and ‘personal portfolios’ might represent for each individual person.
The learning outcome of this activity is to show that writing doesn’t necessarily have to function inside an academic situation, and may be pleasurable to the writer and reader alike. Students will evaluate each other through a peer-reviewing activity where they exchange papers, and talk about the writing that has taken place.
Writing prompt – Select a partner. Think about a favorite film or story, recent or old, that others in your classroom might know about. Remember the characters and situations. Write a short composition describing an alternate ending, or the unexplored background of a character that wasn’t as fully detailed as the others. After you’re done, exchange papers with your partner and read the composition, analyzing what was written. Is it well-written? Does it fit with the original story? Is it realistic, or fantastic? Does it matter?
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