Craft of Writing: Asydenton

Module C: The Craft of Writing is undoubtedly the most different element of the new HSC syllabus and, as such, has understandably provoked the most anxiety. As we (the teachers) hurtle towards our first HSC exams based on said new syllabus there are a whole range of questions that are circling around the way Craft of Writing should be taught. 

One such question is: parallel to the other modules or as a module of its own?

Our school has opted to do it as a module of its own in Term 3, however, in preparing for this there's still a lot of room for building student efficacy in regards to their writing ability. One idea that I've taken to heart was Karen Yager's suggestion at the 2018 ETA Conference that we focus on short writing activities as a settling routine at the start of lessons. 

I love the idea of mini-lessons so I think this will work well or is at least an interesting approach to trial for 2019. I'm thinking the following routine will be a great starting point:

1. Introduce students to a writing device/element - this can be something they're already familiar with, or something that they're not. The important thing is that it's treated like something completely new and is explained in detail. I try not to assume anything when it comes to prior student knowledge.
2. Students read over how the writing device works and are then given a fairly open-ended 6 minute activity in which they must test it out. 

I try to match up the device with texts that the students are exploring in the other modules but this isn't absolutely necessary every time. I'm also not expecting the students to memorise these devices - what's important is that they test out using it in their own writing and see if it's a good fit for them. Not every student is a literary sophisticate; they aren't all reading voraciously (even if we yearn for them to!) so they won't have a subconscious command of literary and rhetorical devices at their disposal when writing. What we can do instead is expose students to a range of these devices in isolation and then let them apply them in the context of activities that will build their craft. This will stretch them as writers, regardless of whether they can memorise the obscure names that a lot of these devices go by.  

Here's one example of the information students would get:

Asyndeton

What is it: Essentially, this Greek word means "unconnected", and refers here to the removal of connective conjunctions from a sentence. Phrases are no longer joined by terms such as "and", "or", etc. 

Examples: 

• A character describing the nature of some families - "a Drinking Streak, a Gambling Streak, a Mean Streak, a Funny Streak" - To Kill a Mockingbird by Harper Lee.
• "We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans" - Winston Churchill's 'We shall fight on the beaches' speech from WWII.

Why use it:

• Removing conjunctions such as 'and', 'for', 'or', and 'but' leads to increased emphasis/attention on particular verbs and nouns.
• It can give the impression of speed, or create an erratic and hurried rhythm.
• Often used in speeches and rhetoric to control the rhythm of words, and to force increased attention from the reader/listener as they are forced to consciously or subconsciously fill in the gaps with their own connectives.

Quick Activity:

Write a reflective paragraph about your morning that incorporates asyndeton.