Scribd Logo
Upload

Welcome to Scribd!

  • 83 views

    2016 Competition

    Uploaded by

    api-277414148
    The Elsie Locke Writing Prize is open to students in years 7 and 8. The prize commemorates the life of the writer and community activist, Elsie Locke. The winner receives $250 together with a certificate, and their story is published in the School Journal.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    2016 Competition

    Uploaded by

    api-277414148
    83 views2 pages
    The Elsie Locke Writing Prize is open to students in years 7 and 8. The prize commemorates the life of the writer and community activist, Elsie Locke. The winner receives $250 together with a certificate, and their story is published in the School Journal.

    Original Title

    2016-competition

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The Elsie Locke Writing Prize is open to students in years 7 and 8. The prize commemorates the life of the writer and community activist, Elsie Locke. The winner receives $250 together with a certificate, and their story is published in the School Journal.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    83 views2 pages

    2016 Competition

    Uploaded by

    api-277414148
    The Elsie Locke Writing Prize is open to students in years 7 and 8. The prize commemorates the life of the writer and community activist, Elsie Locke. The winner receives $250 together with a certificate, and their story is published in the School Journal.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 2

    THE

    Elsie Locke

    Writing Prize 2016


    for narrative writing by students in years 7 and 8

    Since 2009, thousands of students have participated in


    the Elsie Locke Writing Prize. Support your students to
    take part, too.
    The prize commemorates Elsie Lockes life, both as a
    writer and as a person who was concerned about peace,
    the environment, womens equality, and the community.
    The winner receives $250 together with a certificate,
    and their story is published in the School Journal.

    TOPIC FOR 2016: People and protest a story


    about taking a stand
    What issues are worth taking a stand on? How might this be
    done? The story could be set in the past, present, or future,
    and the event could be real (Parihaka, the 1978 Pureora Forest
    protest, the 1981 Springbok tour ) or imagined. Remind the
    students that protest can take various forms and that their
    story should focus on the experience of the individual.
    This topic links to the level 4 social sciences learning
    objective: Understand how people participate individually
    and collectively in response to community challenges.
    For stories and articles in the School Journal that might
    help with the topic, see Ng Ttarakihi o Parihaka (L4
    May 2016), Three Days at Te Awaptiki (4.3.10), War in
    Waih: The 1912 Goldminers Strike and In the End (both
    in L4 October 2013), Heartbeat (L3 June 2012), Hakaraia:
    Warrior Peacemaker (L4 May 2015), His Own War: The Story
    of Archibald Baxter (L4 March 2012), A Tour Like
    No Other and Game Over! (both in 4.2.11).
    There is also excellent content on
    www.nzhistory.net.nz (go to topics/politics and
    government/protest and reform) and www.teara.govt.nz
    (search using strikes and protest).

    JUDGING
    The judges will look for the following:

    an original and thoughtful response to the topic

    a sense of time, place, and character

    an understanding of the event and its importance to


    the main character

    the ability to engage the reader

    clarity, coherence, and an effective use of language.

    To read the winning stories from previous years, see War


    Games (4.3.09), The Half-crown (4.3.10), Too Close to
    the Wind (L4 October 2011), Past, Present, and Future (L4
    October 2012), Close to the Edge (L4 November 2014), and
    Mr Archibald (L4 October 2015). These stories can also be
    read on the Elsie Locke website: www.elsielocketrust.org.nz
    and Lift Educations website: www.lifteducation.com

    COMPETITION RULES
    The competition is open to all students in years 7 and 8. Entries

    should be around 500600 words (maximum). They may


    be handwritten. All work must be the writers own, and the
    winner must be willing for their story to become Crown
    copyright. Entries need to arrive by Friday 15 July 2016
    and should be sent to:
    Susan Paris
    Lift Education
    PO Box 19088
    Wellington 6149
    The winner will be announced on Monday 1 August on
    the Elsie Locke website and Lift Educations website (see
    addresses above). Schools will also be notified if a student
    made the top ten short list.

    Please photocopy this form below and staple it to each entry.


    Name:
    School:
    Year level:
    I certify that the work is my own and I give my permission for it to be published in the School Journal under Crown copyright.
    Signed:

    Teaching Suggestions
    READING

    WRITING

    Build understanding of the context and theme

    Developing ideas

    Ask questions to draw out your students knowledge


    about protest and people who take a stand.

    Develop a group or class brainstorm of historic and


    contemporary events involving protest that students
    could write about.

    Use the School Journal stories to identify how true


    events have been incorporated into a fictional setting.
    With the students, analyse the plots, setting, and
    characterisation. Note how the writer:

    What issues do people feel strongly about (encourage


    both local and national examples)?

    What protests do you know about, both recent


    protests or ones in the past?

    Can you name any New Zealanders who have taken


    a stand on an important issue?

    hooks the reader

    What leads individuals and/or groups to take a stand?

    conveys a sense of place

    What is the impact of protest on those protesting?


    What about the people on the other side?

    conveys characters thoughts and feelings.

    Use the suggested School Journal texts and websites


    to build your students understanding of the social
    and political contexts that set the scene for protest.
    Ask questions, for example:

    What were the social or political conditions at


    the time?

    Who was especially affected by these conditions?

    What were the main issues that drove these people


    to protest?

    What was the wider impact of the protest on the


    people involved and their families?

    What was the outcome of the protest?

    Do you think the issues were worth taking a stand on?


    Why?

    Identify and discuss the way language, including figurative


    language, has been used to build rich descriptions of
    the setting and characters. Co-construct success criteria
    with the students to help them plan, create, and revise
    their text.

    Creating text
    When the students have chosen an event, have them think
    about their storys main characters and plot.

    Remind the students that characters are an essential


    component of a story. Encourage them to think about
    the characters in their own story and discuss the
    qualities that enable a person to stand up for what
    they believe in. Then model how to write a character
    description. Explain that this is an important step
    in the planning process and it will support students
    to create dialogue and action that reflect their own
    characters qualities. Provide time for the students
    to think about their storys plot and hook. How will
    they create conflict and tension? And how will this be
    resolved?

    Have the students develop an outline of their plot to


    share with a peer. They should take in any feedback
    before writing a first draft.

    Ask students to identify and evaluate the underlying


    issues and prompt them to think critically about common
    threads between the different social and political contexts.

    Explore the characteristics of people who take a stand


    Draw out the students ideas about what inspires people
    to take a stand. Discuss specific examples in the School
    Journal texts.

    What common character traits can you identify in


    these people?

    How did the writer convey these character traits?


    (In particular, note characters actions and dialogue.)

    Identify how the people or characters in the articles/


    stories influenced events.

    Support your students through the writing process


    and provide ample time for peer feedback, reflection,
    re-crafting, and editing.

    You might also like