PAN formulates shared challenge tasks for plagiarism detection,  authorship identification,  author gender identification,  author profiling vandalism detection,  and other related text analysis tasks, many of which hinge on stylometry.
To read samples of student writing click here: The first page consists of a narrative description of their experiences and the second page consists of an explanation of what they learned from the experiment.
Although the assignment covers two different modes of writing, it should be written as a single assignment.
This assignment should be done individually, and not as a group, because the group experience lessens its value in strengthening perceptions. Before turning the paper in to the instructor, they read it in class. This is a good first assignment for students to read orally before the class because it requires writing skills they already possess and therefore they should feel less uneasy about how their peers may react.
What does bring positive reactions from the class and one of the elements I look for when grading, is involvement with the assignment. When the writer has been involved, the class listens more intently and more actively develops their listening and discussion skills.
The first exercise causes an awareness of the existence of plot as an element of the short story, and the second exercise- with the addition of a "theme" shows how plots are shaped by a theme. The students sit in a circle, each having sufficient writing paper and their names on the first sheet.
When the instructor says, 'Begin' they begin writing a story starting with the phrase "It was a dark and stormy night. As the time for a conclusion draws near, the instructor announces that the next writer will begin to finish up the story and the one after that will conclude the story.
The class may be told that this will happen so that they can mentally prepare for finishing a story although they won't know which one.
The instructor chooses 1 of the 3 sayings from each and puts one for each class member, and the instructor, on a slip of paper. When everyone has drawn their sayings from a box, the instructor says "Begin. These exercises are helpful in showing the function of "theme" by being absent and then present.
The students then see how theme shapes the evolution of a story. Plus, the interaction between students as they guide or deflect each other's purposes, also shows the power of intent and concept on the story at any given point. As one joins in doing the assignment, its value and strength in teaching creative writing becomes apparent.
It develops inward and outward directed perceptions regarding real life people that can be transferred to the development of more realistic characters.
The assignment was done when I had the option to have an evening class, pm. It may not be feasible to do in less than several hours, and I did not include it in my most recent classes. The procedure is as follows: The students choose a box [usually cardboard] that 'fits' their personality.
They may vary from shoe boxes and hat boxes to packing boxes. A few have made their boxes, some from plywood. On the outside of the box they place a collage of pictures and words from magazines, etc.
Then they cover the inside with pictures and words that describe them as they really are. Nowhere on the box should they put their name. They should turn the box in on the morning of the evening class. The box should be in an opaque bag with a piece of paper with the student's name on it.Creative writing plays an important role in a child's literacy development.
This article makes suggestions for the instruction and evaluation of children's stories.
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