Session Two of an eight session training course designed to build skills in communicating online. This session explores the art of storytelling covering sourcing ideas and how to effectively communicate them.
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PIcture This - Creating picture books with an e-twistRachel Evans Boyd
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Links are also made to the Feet First Picture Book Competition run by the New Zealand Transport Agency each year.
This document outlines the process for developing ideas and storylines for short films. It discusses generating ideas through research, avoiding stereotypes, discussing ideas in groups, and individually filling out a worksheet to develop characters and plot points using research. The learning outcomes are to discuss and evidence individual ideas in a group, use research to develop ideas into a story, and consider different forms of narrative storytelling.
This is for anyone who wants to write well, and is keen to start with a few simple tips to start their writing journey.
Specially for beginners who are keen to understand some of the basics while producing office communication.
This is sure to help working professionals, college goers and budding content writers.
This document provides an overview and recap of a workshop on establishing an online presence as a writer. It discusses generating unique content, attracting an audience, and whether to do content creation yourself or with others. The workshop also reviewed prior lessons on why to write, writing for publication, writing fiction and non-fiction, and generating story ideas. Attendees were asked to develop a one sentence logline for a story idea.
This document advertises an online course called "Stop Bullsh*#%ng & Publish Your Book" hosted by Anthony "AJ" Joiner. The course teaches strategies for writing and publishing a book in 30 days or less, including finding topics, outlining chapters, writing and editing, formatting for Kindle, and marketing. It provides templates, guides and training videos on topics like ghostwriting, book announcements, and title creation. The course originally costs $733 but is discounted to $297 for the first 20 students and $197 for the first 10 students.
The document provides guidance for students to create various types of poetry for a poetry party assignment, including haiku, cinquain, diamante, concrete poetry, and color poetry. It includes examples and instructions for each poetry form, as well as an appendix explaining poetic terms like stanzas, rhyme schemes, and repetition.
Personal narrative - How to write a personal narrative?Timmy tell
This document provides guidance on how to write a personal narrative. It defines a personal narrative as a personal account that offers details, analysis, and a personal opinion about an event experienced by the writer. It then lists the steps to write a personal narrative, which include choosing an experience, drafting recollections, adding details, revising, and leaving out unnecessary information. The document also discusses introducing the experience, connecting perspectives in the body, and concluding the narrative. It provides examples of narrative topics and writing prompts.
This describes how and why I adjusted my research unit for ninth graders to be more interesting and appealing in terms of process and product for both the students and myself (as the teacher).
PIcture This - Creating picture books with an e-twistRachel Evans Boyd
Presentation on creating picture books with an e-twist in the primary classroom. Presented at ULearn Conference in Rotorua, Auckland in October 2011 by Rachel Boyd.
Links are also made to the Feet First Picture Book Competition run by the New Zealand Transport Agency each year.
This document outlines the process for developing ideas and storylines for short films. It discusses generating ideas through research, avoiding stereotypes, discussing ideas in groups, and individually filling out a worksheet to develop characters and plot points using research. The learning outcomes are to discuss and evidence individual ideas in a group, use research to develop ideas into a story, and consider different forms of narrative storytelling.
This is for anyone who wants to write well, and is keen to start with a few simple tips to start their writing journey.
Specially for beginners who are keen to understand some of the basics while producing office communication.
This is sure to help working professionals, college goers and budding content writers.
This document provides an overview and recap of a workshop on establishing an online presence as a writer. It discusses generating unique content, attracting an audience, and whether to do content creation yourself or with others. The workshop also reviewed prior lessons on why to write, writing for publication, writing fiction and non-fiction, and generating story ideas. Attendees were asked to develop a one sentence logline for a story idea.
This document advertises an online course called "Stop Bullsh*#%ng & Publish Your Book" hosted by Anthony "AJ" Joiner. The course teaches strategies for writing and publishing a book in 30 days or less, including finding topics, outlining chapters, writing and editing, formatting for Kindle, and marketing. It provides templates, guides and training videos on topics like ghostwriting, book announcements, and title creation. The course originally costs $733 but is discounted to $297 for the first 20 students and $197 for the first 10 students.
The document provides guidance for students to create various types of poetry for a poetry party assignment, including haiku, cinquain, diamante, concrete poetry, and color poetry. It includes examples and instructions for each poetry form, as well as an appendix explaining poetic terms like stanzas, rhyme schemes, and repetition.
Imaginative Writing - GCSE English - Marked by Teachers.com. How To Write A Good Imaginative Essay - Ackland Writing. Imaginative essay examples. Imaginative Essay :: Papers. 2019-01-05. Imaginative-Writing-Ideas-for-Students-SMI.jpg. Grade 3 Imaginative Essay If I Were A Teacher For A Day Composition .... Adv English Imaginative Essay English Advanced - Year 12 HSC .... Imaginative/descriptive writing - GCSE English - Marked by Teachers.com. How to write an Imaginative Essay? - The English Digest. Imaginative-Writing-SMI.jpg. Grade 6 Imaginative Essay Composition Writing Skill. GCSE imaginative writing exemplar Teaching Resources. 005 Creative Essay Example Narrative Personal Examples Best Ideas .... Help Writing Imaginative Essay - Imaginative essay. Imaginative writing examples. Imaginative story example Essay Example .... Grade 9 Imaginative Essay Composition Writing Skill. Imaginative Journal Writing Ideas for Students. How to write an imaginative story. Imaginative Writing and How to .... Imaginative Landscape Essay English - Year 12 VCE Thinkswap. What is imaginative essay. Im
This document provides tips for building strong story ideas in a methodical way. It recommends deciding on a topic and intended audience first. Then identify secondary connections from sources, angles, observations, or gaps. Next, determine the desired impact on the audience, such as surprise or understanding, to guide the tone. The central connection should be used for the lead, opening, and close. Finally, decide on the main takeaway idea to create a thread through the story. Editing should focus on strengthening this central thread.
This document provides tips for building strong story ideas in a methodical way. It recommends deciding on a topic and intended audience first. Then identify secondary connections from sources, angles, observations, or gaps. Next, determine the intended impact on the audience, such as surprise or understanding, to guide the tone. The central connection should be used to structure the lead, opening, and closing. Finally, decide on the main takeaway idea to thread the information and ideas together coherently.
The document discusses storyboarding as a technique for presenting information in a visual, sequential manner. Key points include:
1) Storyboards can be used to identify players, events, and how events unfold in a simple, visual format.
2) They act as a blueprint showing individual elements and their sequence to effectively communicate a topic.
3) When used interactively, storyboards can facilitate in-depth discussion between presenters and audiences.
This document provides tips for communicating confidently and effectively with the media. It discusses how to prepare for a media interview by understanding the purpose and format, knowing your key message, and anticipating challenging questions. The document emphasizes keeping answers short, painting pictures with stories, staying calm, and never lying. Building relationships with media contacts is also recommended by sending story ideas and responding promptly. The overall message is to know your topic, know your audience, and know your goals for the interview.
Digital storytelling involves using multimedia such as images, audio, and video to tell a personal story. The document discusses the elements of an effective digital story, including having a point of view, dramatic question, and emotional content. It also provides examples of educational uses such as having students research a topic and create their own stories. Guidelines are presented for the digital storytelling process, which involves writing a narrative, creating a storyboard, gathering media, and sharing the final story.
Every single word you write and release into the inter-webs is an opportunity to reach through a computer screen and make a connection. A connection that leads to a relationship, that leads to a client, that leads to a referral that leads to another client (or three).
The internet gives us access to so many more businesses – businesses that may look just like yours. Potential clients can compare and contrast (on their smart phones, possibly while hiding in your toilet). We need to connect with people, to inspire and provoke opinion, and to grow a tribe around our business so that we’re cultivating leads and relationships, not shouting into a crowd.
Particularly if what you do is so left-of-centre that your Nanna nods politely when you try to explain it, you need to educate your prospects, through your blog, on what you’re doing and why they need it.
This document provides guidance on writing columns for school newspapers. It discusses the structure and elements of a column, including a headline, lead, facts with supporting evidence, expressing an opinion on the facts, and a concluding call to action. It emphasizes using personal experience to discuss issues in an engaging way while avoiding plagiarism. Columns should be clearly written on relevant local topics using facts to back up opinions. The document also stresses the importance of ethics in column writing.
Writing for the web requires us to think about the entire ecosystem of digital channels, devices, and contexts. In this talk, we present practical tactics you can start using today to know your audience, find your voice, and consistently write copy for the web that actually gets read and builds your brand in the process.
Writing tools such as a message hierarchy, editorial calendar, keyword strategy, and a web workflow can help marketers write better and write more.
Local Enterprise Office Louth "Communications Tools for SMEs" Karen Devine
This document provides tips and guidance for small and medium-sized enterprises (SMEs) seeking media coverage. It discusses finding your company's story, researching the Irish media landscape, writing effective press releases, and tips for being seen by the media through social networks and contributing expertise. The document emphasizes understanding reporters' needs for compelling stories and experts. It encourages SMEs to assess if media coverage would genuinely benefit their business and to reach out to media contacts if they have relevant insights.
This document provides an agenda and overview for a post-summit session on using technology to tell stories. The agenda includes introductions, activities on installation art and transmedia storytelling, and discussions on implications for the classroom. Quotes throughout emphasize how technology allows for new forms of storytelling and participatory culture. The goal is to teach digital literacy skills and scaffold creative projects that have students exploring memory, building worlds, and cultivating collective intelligence through immersive stories.
John Horn Cannexus 2010 Storytelling Your CareerJohn Horn
This document summarizes a presentation on using storytelling in career development. It discusses preliminary findings on using stories to create connections and build community. It then outlines a six-step formula for making stories stick, including making them simple, unexpected, concrete, credible, emotional, and like stories. Various storytelling methods and mediums are also discussed, including using stories in print, in person and digitally.
This document outlines a 2-week project for students to explore other cultures through their stories. The goal is for students to research the storytelling traditions of another culture, adapt one of their stories into a video script, and present their work to a wider audience. The project involves 7 steps: selecting a topic; researching the culture and story; writing a script; creating a storyboard; production; editing; and publication with self-reflection. Students will be evaluated on their 21st century literacy skills, oral communication, writing, and ability to reflect on their strengths and areas for improvement.
The document discusses the process of becoming a research writer. It explains that research writers are able to take complex information and explain it in lay terms. They know how to conduct extensive research in one or two specific subject areas. The document outlines the steps in the research process, including choosing a topic, developing research questions, and framing a thesis statement. It emphasizes focusing the research through narrow topics and questions in order to make the process manageable.
The document provides guidance on blogging to promote human rights campaigns. It discusses why blogging is an effective format, how to structure blog posts, and tips for writing engaging content. Key recommendations include keeping posts concise and easy to read, linking to other relevant sources, using clear and searchable titles, and focusing on a personal tone to connect with readers. Social media strategies are also addressed, such as being generous in sharing other organizations' content and engaging in conversations.
This document provides an overview of multimedia and multimedia skills. It discusses how multimedia combines multiple media types like text, audio, graphics and video. It also examines trends in how audiences consume news and video on different platforms. The document outlines skills needed for multimedia work like strong writing, versatility, data mining and digital asset management. It emphasizes the importance of collaboration between different media professionals. Rules for effective collaboration are presented. The document also provides tips for planning, creating and writing for multimedia, including photo essays, blogs and social media.
Digital storytelling involves using computer tools to tell stories that usually include some combination of images, text, audio narration, video clips, and music. Stories are typically 2-10 minutes long. Benefits include serving as a multidimensional assessment tool that fosters 21st century skills like creativity, collaboration, and digital literacy. Elements of an effective digital story include a dramatic hook, emotional content, concise writing or script, and pacing. Teachers can use digital stories for novel studies, assessments, writing assignments, autobiographies, and more.
This document outlines a personal identity project for students. It includes four main components: a personal narrative proposal, a personal narrative, an identity exhibition, and a reflection paper. The personal narrative proposal asks students to choose a format for expressing their identity and explain their choice. The personal narrative allows students to share their identity story in the chosen format. An identity exhibition gives students a chance to present their work. Finally, the reflection paper prompts students to reflect on what they've learned about identity and themselves through the project. The teacher provides guidance and rubrics for each component to help students structure their work.
Healthy Voices - Session Seven - Building an audience - Course Noteshealthyvoices
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This document provides tips for building strong story ideas in a methodical way. It recommends deciding on a topic and intended audience first. Then identify secondary connections from sources, angles, observations, or gaps. Next, determine the desired impact on the audience, such as surprise or understanding, to guide the tone. The central connection should be used for the lead, opening, and close. Finally, decide on the main takeaway idea to create a thread through the story. Editing should focus on strengthening this central thread.
This document provides tips for building strong story ideas in a methodical way. It recommends deciding on a topic and intended audience first. Then identify secondary connections from sources, angles, observations, or gaps. Next, determine the intended impact on the audience, such as surprise or understanding, to guide the tone. The central connection should be used to structure the lead, opening, and closing. Finally, decide on the main takeaway idea to thread the information and ideas together coherently.
The document discusses storyboarding as a technique for presenting information in a visual, sequential manner. Key points include:
1) Storyboards can be used to identify players, events, and how events unfold in a simple, visual format.
2) They act as a blueprint showing individual elements and their sequence to effectively communicate a topic.
3) When used interactively, storyboards can facilitate in-depth discussion between presenters and audiences.
This document provides tips for communicating confidently and effectively with the media. It discusses how to prepare for a media interview by understanding the purpose and format, knowing your key message, and anticipating challenging questions. The document emphasizes keeping answers short, painting pictures with stories, staying calm, and never lying. Building relationships with media contacts is also recommended by sending story ideas and responding promptly. The overall message is to know your topic, know your audience, and know your goals for the interview.
Digital storytelling involves using multimedia such as images, audio, and video to tell a personal story. The document discusses the elements of an effective digital story, including having a point of view, dramatic question, and emotional content. It also provides examples of educational uses such as having students research a topic and create their own stories. Guidelines are presented for the digital storytelling process, which involves writing a narrative, creating a storyboard, gathering media, and sharing the final story.
Every single word you write and release into the inter-webs is an opportunity to reach through a computer screen and make a connection. A connection that leads to a relationship, that leads to a client, that leads to a referral that leads to another client (or three).
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This document provides an agenda and overview for a post-summit session on using technology to tell stories. The agenda includes introductions, activities on installation art and transmedia storytelling, and discussions on implications for the classroom. Quotes throughout emphasize how technology allows for new forms of storytelling and participatory culture. The goal is to teach digital literacy skills and scaffold creative projects that have students exploring memory, building worlds, and cultivating collective intelligence through immersive stories.
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2. Session Two
By the end of this workshop you should have the knowledge necessary to source and
outline a story. You will also have developed an understanding of the roles structure and
content play in good storytelling.
This will be done be considering:
• How to source story ideas and confirm they are appropriate?
• How to outline an article
• Methods for conveying concepts and ideas
4. Sourcing ideas for stories
Your own experiences
• Personal diary
• http://thesecretlifeofamanicdepressive.wordpress.com/2014/01/18/withdrawal-2/
• Thoughts promoted by your day to day experiences
Example: http://douglascootey.com/2014/06/adhd-fearing-failure.html
• ‘How to’ articles - this is how I achieved X
• Reviews of places you have visited or things you have experienced
• Your memories or reminiscences
5. Sourcing ideas for stories
Your passions:
http://ww2today.com/ is a fascinating blog driven by someone’s interest inWorldWar
2. It tells what happened on this day 70 years ago.
Hello Sunday morning: https://www.hellosundaymorning.org is a site seeking to
change Australia’s drinking culture.
6. Sourcing ideas for stories
Recent news or research:
Sites that are dedicated providing up to date information in a particular subject areas Eg:
http://dotearth.blogs.nytimes.com
As a jump of point for an article in a more personal blog:
http://thesecretlifeofamanicdepressive.wordpress.com/
Or as the impetus for an opinion piece on a specific issue:
http://www.abc.net.au/rampup/articles/2014/06/18/4027063.htm
8. Should you write it?
What impact will this story have on others?
Are you an appropriate person to be writing about this?
Would anyone want to know what you think about this issue?
What perspective do you bring to the issue?
Is what you are going to write about relevant for your audience?
Will you add anything new by writing on it?
11. Outlining an Article
What is an Outline? – Intro leading into a body, perhaps with subheadings, leading in turn to a conclusion.
Rules: - Outlines should be: clear, concise and encapsulate the essence of the piece of work you are
writing.
Introductions: – Set the scene, capture attention, introduce the argument, signpost what the reader can
expect. Tell them what you will tell them.
Body:– Perhaps with sub headings depending on where your writing will appear. Tell them, tell them and
tell them again but with nuance, style and with a tone that will keep them engaged.
Conclusions: – Tell them what you’ve told them but leave them wanting more. In the case of social media
invite comments
13. Building a story
Content considerations
• Using data and stats – Data is powerful but can also be unreliable and easy to
manipulate.
• Importancy of accuracy – Don’t Misquote, Attribute sources, check your facts
• Clear, precise, easily understood language
14. Building a Story
Content Considerations continued
• One story – one idea
• Sign posting: tell them what you are about to tell them and remind them what you’ve
told them.
• Plot development: Non fiction works can still have plot.
16. Building a story
Generating audience engagement:
Personalising a story – Using characters
Content – writing style
Accessibility
AuthorsVoice:
• Tone – CarolynWilson, Andrew Bolt
• Humour
• Language - Dickens
17. Building a story activity
Activity - Groups to discuss example: –The Little Frenchman:
http://www.acmi.net.au/dst_little_frenchman.htm in terms of: building a story,
personalising a story and creating the context.
18. Review
Today we have considered:
• How to source story ideas and confirm they are appropriate?
• How to outline an article
• Methods for conveying concepts and ideas
You should now have the knowledge necessary to source and outline a story. You should
also have developed an understanding of the roles structure and content play in good
storytelling.
19. Next Steps
Tasks:
1. Access theWIKI and review this session’s material. There are many tasks throughout
theWIKI.
2. Populate the parts of the project snapshot that we have covered so far:
• Reasons for communicating
• Story ideas
3. Outline a story, including notes capturing content considerations
20. Next session
The Mechanic ofWriting:
Defining your audience
Creating a writers voice and developing your own style.
The Do’s and Don’ts of writing
Editor's Notes
Wrap up this session.
The course notes cover editing at this point however that is something we will discuss next week.
What to do before next session
Preview next session and invite participants to stay on and socialise (time permitting).