Planning a story by answering questions

Based on the desired course topic, please choose from the following headline. Student papers must be duplicated for each student and used as preparatory activities in the classroom. It is necessary to install the corresponding computer file on the computer, improve the writing skills learned in the classroom, and use it as a word processor practice.

Students need to show how to click the cursor in different sections, and they enter answers in these sections.

Since some charts are created in the spreadsheet, it is necessary to show students how to click on the boxes, input methods, return buttons to confirm the input contents.

If you need to change your input, you also need assistance to insert and delete text in the status line at the top of the spreadsheet.

When the student completes the first exercise, it uses the scroll bar to move to the next page.

If students have not completed, you need to schedule another lab to complete the course. You can edit the file so that the student can modify it on the computer before completing it.

Let some students vocalize their stories aloud and let them expand their personal stories in a class discussion

Textbooks for making these stories, writing on bulletin boards, sending to homes, staying on computers, writing portfolios

* Since the computer file of this course is locked, even if students save their work, the original file will not be changed. Therefore, these files can be used multiple times to write exercises in computer laboratory.

The target learner uses strategies and processes that enhance management over the development of communication skills.

The target student uses language to acquire, interpret, and apply information

Let's meet IBM Watson - a computer that can answer any subject. Answering a question is considered a way of confirming that the computer has learned something. But answering questions about stories and stories is more challenging than answering questions about topics. Partly because there are many possible causal and temporal relationships among events in the story. There are at least dozens of important reasons. First, this interface with Narrative Intelligence is more effective in communicating with us and understanding our needs and desires. Understanding how humans respond to stories helps to make machines that will not let us feel depressed or uneasy. Sample application is a social robot that teaches the language of children.

In the most classical narrative structure, the hero wants something and finds a way to get it. Question and answer exchange which dominates many American classrooms tells classical story: The teacher is the hero wanting the correct answer. She asked questions and the students answered. Question and answer exchange speaks a specific story, even if the problem requires subtle differences from continuous thinking: a story of good and evil, certainty, and dealings. Given the recent controversy surrounding Open Casket, the white artist Dana Schutz painted Emmett Till at Whitney Biennale. Does the artist's identity determine whether she has the right to represent strangers or suppressed people? Does this influence her responsibility? (Read controversy here)

Most overview is easy. Answer the question: who the story happened, content, place, time, reason, and manner. Please answer "6 W and 1 H question" in the outline and use one or two sentences to determine the motivation of the character. If you have written on paper, you can put together ideas. The overview does not mean that you can not get inspired. Beginning with the magnificent idea of ​​creating a different story from the outline and what the outline permits is perfectly reasonable. You decide to do it. Sometimes the syllabus may stimulate inspiration in an unintended way. The central element of the story works for you and as long as you are satisfied with the work, you defeat the writer's seat again.