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Notes

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REFLECTION: The last presentation in the creative writing classroom requires the students to showcase their writing on a story level. It serves as a closure as students have to cooperate all the learnt skills in the creative writing classroom. The theme of the writing is also much more personal and this could either bring some good elements to the writing or serves as a handicap for the students.

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Notes

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Notes

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Example of an algorithm

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Opponent group's haiku

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Other's work

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Other's work

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#1 choose a persona

#2 write the individual poem

#3 combine poem and create a title

REFLECTION: This activity allows the students to work together as a creative process. It provides real world experience as some writers do work together in order to create their piece. The discussion part of this activity will kindle more ideas for students to write creatively.

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Boats and boating--Equipment and supplies

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Inspired by https://www.youtube.com/watch?v=zH28w77Nq1k

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REFLECTION: This activity requires the students to be creative using their own chosen materials. The familiarity with the materials would enhance the creative writing process. The students can also share their interests and leverage rapport in the classroom.

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Based on a few movies watched in the classroom, a poem is written based on the theme betrayal.

REFLECTION: Thematic exploration allows the students to experiment in writing poems but having a considerable outline of a common theme. This allows the students to be creative but at the same time providing them some input for their poem. The movies also provides experiences so that the students would be able to react to the theme appropriately.

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My group's haiku

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Small gestures can be turned into ALGORITHM, http://dictionary.cambridge.org/dictionary/english/algorithm
and used as an alternative to communicate verbally when a person is experiencing a LOCK IN SYNDROME, https://en.wikipedia.org/wiki/Locked-in_syndrome

Based on a true story,  https://en.wikipedia.org/wiki/The_Diving_Bell_and_the_Butterfly
students are asked to create eye gestures as an algorithm to complete a creative writing process. Two groups are then asked to guessed each others' haiku using an each group's algorithm.

REFLECTION: This activity is an eye opener where it discusses on how writers adapt to their casualties. The eye movement activity is very interesting because the students may have little background knowledge of it and it is based on a real life story. Working in groups for this kind of activity is a good leverage for the students as it provides the support for them to learn new things.

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My work

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The description is again presented to be guessed by classmates. The description is guessed by drawing the imagined object.

REFLECTION: This activity is a continuation of the previous word level activity. It is more engaging because the students are asked to draw the object before the answers are revealed. It saves more time and is more enjoyable because the students can showcased their drawing skills.

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The 7 types of imagery: visual, tactile, kinaesthetic, organic, gustatory, auditory, olfactory: is used to describe a random object in word level description. The description is later presented to be guessed by classmates.

REFLECTION: This activity serves a good purpose as an introductory for this course. In this activity, it utilizes the knowledge that has been learnt by the students in the previous semester. The activity also gives freedom for the students to be creative based on their own chosen object. It is a simple way to remind the students of the basic imagery and also on how to use them in writing.