Hi everyone,  I observed Eleni’s Year 11 English session. The focus of the session was on preparing the student for his Year 11 Reading to Write assessment, with a particular emphasis on responding to a stimulus in a creative writing task with a reflection. Eleni began the session by asking the student to write a short creative piece under timed, exam-style conditions using a provided stimulus. She explained that the stimulus should not be randomly inserted or quoted directly, but rather used as a starting point to shape the story’s direction and meaning. She highlighted the importance of interpreting the stimulus in a way that feels purposeful and integrated, as well as drawing inspiration from prescribed texts studied in the course. She frequently asked the student if he was unsure of anything or if he needed further clarification on any of his ideas.
While the student worked on his creative piece, Eleni read and marked a written reflection the student had completed previously. She provided constructive feedback, acknowledging strengths while clearly identifying areas for improvement. She reminded the student that the reflection should not just summarise the writing process but be connected to decisions made about narrative voice, structure, and meaning. Eleni also stressed the importance of referencing storytelling techniques in reflections and how they shape the final product.
After the student completed his creative piece, Eleni provided detailed feedback, particularly around ensuring the themes of the Reading to Write course were woven throughout the narrative. She explained that while establishing and describing the setting is important, it shouldn’t overshadow the development of ideas and themes. Eleni took the time to ensure the student understood her feedback and gave him strategies to revise his piece accordingly. Overall, it was a well-structured and engaging session that allowed the student to practice developing his writing style and improve his understanding of the topic.

Patricia Hardas