Savoir écrire a toujours été une qualité convoitée. Signe extérieur d’intelligence, de culture, de distinction, d’élégance, de raffinement. Ce savoir est un atout capital pour réussir sa vie personnelle et professionnelle.
Pourtant, apprendre à écrire est difficile notamment parce que cet enseignement est mal connu et inaccessible.
Breizh’event a conçu des formations afin de dispenser ces savoirs et de faciliter leur l’accès.
Que ce soit pour votre épanouissement personnel ou le développement de vos activités professionnelles, ou la sorti d’un livre etc .
Nous vous aiderons à concrétiser vos envies et à trouver des solutions aux difficultés que vous pouvez rencontrer.
Pour les plus ambitieux, nous vous guiderons pour percer dans le milieu de l’édition.
L’art d’écrire n’est plus réservé aux écrivains
Creative writing
| Lesson 1 | Introduction: What makes a story interesting?
Recall previous knowledge of great fictional stories as a class. Learn:Elements of a Successful Short Story |
| Lesson 2 | Brainstor:Brainstorm Ideas for short story with teacher’s prompting & Select one |
| Lesson 3: | How to grab your readers’ attention in the initial paragraph of your story |
| Lesson 4 | Characterization: How to develop the characters in a story |
| Lesson 5 | Conflict:Including Rising Action & Conflict in our Stories |
| Lesson 6 | Mood:Mood of Story: and how Setting & Word Choice can Affect Mood |
| Lesson 7 | Endings:How to write Endings for a short creative story |
| Lesson 8 | Character’s reactions- show don’t tell, Revising our work to make sure it is our best. |
Persuasive writing
| Lesson 1: | Writing fundamentals: What is Persuasive Writing? Persuasive vs. Argumentative. |
| Lesson 2: | “Prewriting” tasks: Participate in a debate to get to know your opinion and how to influence others. |
| Lesson 3: | “Prewriting” tasks: Generating Quality Ideas；Choose your personal position；
How to influence others.- Phrase of Opinion and Influence, – Persuasive Vocabulary |
| Lesson 4: | “Pre-writing” tasks: Get to know Your Audience. |
| Lesson 5: | “Pre-writing” tasks: “Flip it”: consider a different perspective.
– Sentences That Sway Opinions, – Aristotle’s modes of persuasion |
| Lessoon 6: | Compose- Getting Organized: Using “Persuasive Writing Organizer” to organize your writing. |
| Lesson 7: | Compose-Writing: Writing the final essay. |
| Lesson 8: | Compose-Edit & Publish: Teachers give feedback on students’ writing through student teacher conferencing. And Students revise and edit their writings by using an “Editing Checklist”. |
Comparative Writing
| Lesson 1: | Introduction and Begin Reading “The Cask of Amontillado” by Edgar Allan Poe |
| Lesson 2: | Close Reading and Analysis of “The Cask of Amontillado” |
| Lesson 3: | Close Reading and Analysis of “The Cask of Amontillado” |
| Lesson 4: | Close Reading and Analysis of the “Last Diary Entry of John Wilkes Booth” and “A Poison Tree” by the famous poet William Blake; Discussion based on connections to theme of revenge in “The Cask of Amontillado” |
| Lesson 5: | Transition to Writing Process: Drafting Thesis and Body Outlines |
| Lesson 6: | Writing Process: Body Paragraphs |
| Lesson 7: | Writing Process: Introduction and Conclusion Paragraphs |
| Lesson 8: | Writing Process: Final Revisions; Course Conclusion and Reflection |
Personal Narrative Writing
| lesson 1 | Brainstorming: Brainstorm personal narrative ideas |
| Lesson 2 | Opening: Write effective openings for personal narrative |
| Lesson 3 | Setting: Writing effective setting description for personal narrative |
| Lesson 4 | Point of View: Compare first person and third person point of view in narrative writing, Revise personal narrative for point of view |
| Lesson 5 | Ensuring the Narrative has Conflict:Write personal narrative that includes a conflict |
| Lesson 6 | Show Don’t Tell – Adding Description:Use sensory details and clear language in personal narrative, Focus on word choice |
| Lesson 7 | Punctuating Dialogue:Punctuate dialogue correctly |
| Lesson 8 | Writing Good Endings:Write effective ending for personal narrative |
Argumentative Writing
| Lesson 1: | Understand what argumentative writing is. First, students analyze a sample argumentative essay and understand the writing process. Discuss what they have observed, how the author organizes ideas and attracts readers. Then, the teacher explained the elements of the argumentative essay. Then, the teacher led the students to analyze the second sample essay and discuss how to construct an effective argument, with particular emphasis on the writing purpose and target audience. |
| Lesson 2: | The students analyze the requirements of the argumentative essay composition arranged in this course and determine the writing task. Students will also discuss how the purpose of writing and the target audience of the article affect their understanding of the writing task. |
| Lesson 3: | The students read and analyze the sample essay to collect evidence for their argument; then, read and analyze another sample essay and continue to collect evidence for their argument. |
| Lesson 4: | The students discussed the Pros and Cons Charts and continued to process the information in the sample essays they had read earlier. Then, students review the character, purpose, and target audience of the argument they will be writing. Before the end of this class, students participated in a prewriting activity to express their thoughts on some supporting arguments they made. |
| Lesson 5: | The students reviewed the format of the standard outline of the argumentation essay and drafted an outline for their own argumentation essay. |
| Lesson 6: | identify the body paragraphs in the sample essays analyzed above, draft their own, put forward a claim with sufficient evidence and valid reasoning to support the central argument Claim |
| Lesson 7: | Students learn to write an introduction carefully to establish the theme and central point of their argument. |
| Lesson 8: | The students learn to write an essay end carefully, which immediately follows the argument and further supports the argument. And according to the inspection comments given by the teacher, the article was edited, revised and finalized |
Rhetoric Analysis
| Lesson 1: | -Review “Notice and Note” signposts, Introduction to Ethos, Logos, and Pathos, Rhetoric in advertising |
| Lesson 2: | Review Ethos, Logos, and Pathos in Advertising, Introduction and practice with rhetorical analysis tasks |
| Lesson 3: | Introduce Historical Context of the American Civil War , Rhetorical Analysis of The Gettysburg Address |
| Lesson 4: | Rhetorical Analysis of Dr. Martin Luther King, Jr.’s “I Have a Dream” speech, Compare/contrast writing activity |
| Lesson 5: | Rhetorical Analysis of Barack Obama’s speech at the 50th anniversary of the March on Washington, Compare/contrast writing activity |
| Lesson 6: | Rhetorical Analysis of Malala Yousafzai’s Nobel Peace Prize Speech |
| Lesson 7: | Brainstorm and Pre-Write Rhetorical Argument Writing Assignment |
| Lesson 8: | Rhetorical Argument Class Presentations |
Literary Analysis
| Lesson 1: | “Stop, Notice and Note” method |
| Lesson 2-4: | Analyze the excerpts from the famou short novels,use RESEST method |
| Lesson 5: | Poetry analysis using SIFT method |
| Lesson 6: | How to write Thesis Statement, opening and conlusion paragraph |
| Lesson 7: | using RESEST method to write body paragraph |
| Lesson 8: | Essay and Peer Review |
Informative Writing
| Lesson 1: | what is Informative Essay, analyze a sample article, parts of Informative Essay |
| Lesson 2: | Analyze a sample article, what Is the purpose of writing? Who are the targets |
| Lesson 3: | study the article “The New Deal” by American Public Broadcasting Corporation |
| Lesson 4: | Identify the assertions, subtopics, and evidence in the article “The New Deal” (https://www.pbs.org/wgbh/americanexperience/features/panama-canal-new-deal/) |
| Lesson 5: | read and analyze the article “Firing, Not Hiring” by Nancy Hayes (file:///Users/huazhou/Downloads/Writing_Module__Unit_2__Lesson_5.pdf) |
| Lesson 6: | Prewriting |
| Lesson 7: | Write informative Essay outline |
| Lesson 8: | Opening+body+closing paragraph |
Persuasive Writing
| Lesson 1: | Persuasive vs. Argumentative Writing |
| Lesson 2: | Logos, Pathos, Ethos: The Elements of Persuasive Writing |
| Lesson 3: | Audience and Purpose: Determining Your Persuasive Techniques |
| Lesson 4: | Claims and Evidence |
| Lesson 5: | Counterarguments |
| Lesson 6: | Persuasive Writing in the Real World: How the 21st Century is changing persuasive writing |
| Lesson 7: | Persuasive Writing Structure: How to write effective persuasive essays |
| Lesson 8: | Evaluating Persuasive Essays: Peer Review, Revise/Edit, Submit final paper |
Fiction(For schoolastic)
| Lesson 1: | What are story elements?-original story brainstorm |
| Lesson 2: | How to Create Suspense in Writing |
| Lesson 3: | How to Develop Characterization in Writing |
| Lesson 4: | How to “Hook” Readers |
| Lesson 5: | How to Write Descriptively with Sensory Details |
| Lesson 6: | How to “Show, Not Tell” to Create Realism |
| Lesson 7: | Improving Word Choice and Story Peer Review |
| Lesson 8: | Publication Celebration: Students read stories aloud. |
Journalism
| Lesson 1: | Introduction to News/Journalism; Journalism History & Ethics |
| Lesson 2: | News Determinants; News Purpose & Function; Finding Original Story Ideas |
| Lesson 3: | Interviewing; Getting to the Source |
| Lesson 4: | Lead Writing; ABCs of Journalism; Newswriting I (Essential Story Elements) |
| Lesson 5: | Newswriting II (Focus on Structure) |
| Lesson 6: | Newswriting III (Objectivity & Balanced Reporting) |
| Lesson 7: | Editing |
| Lesson 8: | Publishiing Day |
Personal Narrative Writing
| Lesson 1 | Concept of Identity + Introduction to Original Oratory |
| Lesson 2 | Oral traditions of self (slam poetry, original oratory) |
| Lesson 3 | Written traditions of self (short personal narratives, academic personal narratives) – Excerpts from Julia Alvarez’ How the Garcia Girls Lost Their Accents |
| Lesson 4 | Written traditions of self (memoirs) – Excerpt from Michelle Obama’s Becoming |
| Lesson 5 | Visual traditions of self (graphic novel memoirs) – Part One of John Lewis’ March |
| Lesson 6 | Creation of own personal narrative |
| Lesson 7 | Development of own personal narrative |
| Lesson 8 | Presentation of own personal narrative |
Informative Writing
| Lesson 1: | what is Informative Essay, analyze a sample article, parts of Informative Essay |
| Lesson 2: | Analyze a sample article, what Is the purpose of writing? Who are the targets |
| Lesson 3: | study the article “The New Deal” by American Public Broadcasting Corporation |
| Lesson 4: | Identify the assertions, subtopics, and evidence in the article “The New Deal” (https://www.pbs.org/wgbh/americanexperience/features/panama-canal-new-deal/) |
| Lesson 5: | read and analyze the article “Firing, Not Hiring” by Nancy Hayes (file:///Users/huazhou/Downloads/Writing_Module__Unit_2__Lesson_5.pdf) |
| Lesson 6: | Prewriting |
| Lesson 7: | Write informative Essay outline |
| Lesson 8: | Opening+body+closing paragraph |
Poetry Analysis and comparative essay
| Lesson 1: | Introduction to sonnets & TPCASTT poetry analysis, Analyze poem 1: “Sonnet 35” by Edmund Spenser |
| Lesson 2: | Analyze sonnet 2: “Sonnet 130” by William Shakespeare;Compare and contrast the 2 sonnets in form and meaning |
| Lesson 3: | Analyze metaphysical poem 3: “A Valediction Forbidding Mourning” by John Donne |
| Lesson 4: | Compare/contrast discussion of poetry;Transition into writing process;Begin thesis formulation in response to this essay prompt: Choose 2 poems we have read and write a comparative essay that analyzes which author presents the most compelling definition of love; Explain how the author’s craft supports the presentation of his view of love. |
| Lesson 5: | Drafting outlines for comparative essay |
| Lesson 6: | Drafting body paragraphs |
| Lesson 7: | Introduction paragraph and ongoing revision |
| Lesson 8: | Conclusion paragraph and final revision |