"Happy Blackboards" Script Analysis Worksheet (original) (raw)
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Happy Blackboards: Anti-Thematic Script Analysis, or How to Teach Beyond "Themes"
Theatre Topics, 2024
Since the word "theme" consistently warrants redefinition, it fails to find felicitous, longstanding meaning in theatre pedagogy. In response, I have found that asking students to identify a play's "topics," "questions," and "arguments" instead of its "themes" has saved a great deal of teaching time and student confusion-confusion that the word "theme" inevitably carries with it. Through this change, not only have my students found a much deeper engagement with the assigned plays, but the quality of the dramaturgical and practical work they produce in response to their script analyses is at a much higher level than before.
It is interesting to look at people and environment and to present them as we understand them. Though we understand that we are part and parcel of the existence, as human beings we assume ourselves to be of a superior stock and look at all others, be they are living or not, with a disdain. We presume all that are around us exist only to be used by us. We do not know whether other lives may also be thinking in the same way. Nevertheless it is a fact that we think, write and speak and none other existence with life around us does. Whatever I have written in the 9 topics I have presented here is with this thinking at the background of my mind. I have also presented an essay here titled ‘Vision of Environment in Islam’. Actually in this I have compiled lot of information authored by many eminent writers along with my own writings. I have done this in the background of our Book Al Qur’an. It is quite amazing to know how much orientation Allah gives to mankind through His Book which we use only for recitation to solicit His Grace to us and to shower His Mercy on our dead. If you have time and mind to travel with me to peep into my thoughts you may do so. That will make me happy. There is an Islamic bias in my writing here. That is not without reason. The first reason is that I claim myself to be a Muslim. The second is that the whole existence exists in Islam. In surrendering to the rules regulations of the Creator vis a vis the Creation. The third is that I feel Islam has not been understood in proper perspective by us. That is my personal thinking and I do not hold anybody responsible for that.
Scripting as a pedagogical method to guide collaborative writing: university students’ reflections
Research and Practice in Technology Enhanced Learning, 2020
A collaboration script is a set of instructions used to improve collaborative learning among students in technology-enhanced environments. Previously, university students' perspective has been under-represented in the study on collaboration scripts. In this article, we focus on understanding students' experiences in a scripted collaborative writing task, especially from the perspective of following the script. The study was conducted among undergraduate students (N = 91) taking a master-level educational science course at one university each in Finland and Belgium. Divided into 25 groups, each with three to five members, the students worked on collaborative writing tasks. During their shared writing process within these groups, all students were introduced to a four-phase simultaneous sequential integrating construction script (SSCIS). Then, data from the students' reflection notes on the collaborative writing process were analysed. The thematic analysis revealed that over half of the students highlighted how the introduced script provided them with appropriate support for the writing process; therefore, they used a script-based collaborative writing approach (52%). However, almost as many students (48%) viewed the script as inadequate or even impeding their accomplishment of the mutual writing task; therefore, they chose to deviate from it. In this group of students decided not to follow script-based writing engaged in the collective writing approach (32%), characterised as free form compared to sequential script-based writing. Other students opted for the separate writing approach (16%), leading them to divide the writing assignment into single parts among the group members and to compose the text without authentic collaboration. By focusing on students' individual reflections, the findings of our study suggest that to enhance script-based learning processes, it is essential to provide guidance for the implementation of the script, additional content-related support or tailored choices.
Helping learners prepare for dealing with transactional scripts
2018
This background essay for my Cambridge Delta Module 2 LSA 3 (Productive Skills: Speaking) is devoted to preparing learners to engage in 'scripted' spoken interactions in everyday situations and business contexts. Grade: Distinction (The ELT Hub France. Strasbourg, May 2018). Cambridge Delta Module 2 'focuses on developing awareness and expertise in the principles and professional practice of teaching English in a range of contexts'. In particular, working on Delta essays helps apply 'knowledge and understanding of factors affecting teaching to your practice', develop 'selection criteria to choose materials', expand your 'range of teaching and learning strategies which are appropriate to learners’ needs and context' and boost 'critical reflection skills to identify areas for ongoing professional development'. (Adapted from https://www.cambridgeenglish.org/teaching-english/teaching-qualifications/delta/about-the-delta-modules/)
Writing skill is one of the most important skills in learning English as a foreign language, because it enables students to acquire and understand information from written text. It is the expression of language in the form of letters, symbols and words. Through writing students can share their knowledge, convey idea, feeling and intention to other people. In fact, when the researcher observed the tenth grade students of SMA Negeri 1 Hiliduho, the minimum competence criterion was not achieved. Instead, most of the students were unable to determine the generic structure in writing narrative text. The students were unable to use the appropriate the personal pronouns in writing narrative text. The students were unable to use past tense form in writing narrative text and the students were unable to identify the noun phrase and adjective form in writing narrative text. Regarding to that problems, the researcher solved it by implementing Author's Chair Activity.