Recrafting writing a business

Email Abstract This working paper reports on a major Harvard Business School project designed to enhance MBA and practicing executives in case learning. The work is built on the foundation of HBS field cases employing the monomyth "hero's journey" classic story structure along with the creation of associated fictional case characters designed to engage readers in the dimensions of human behavior, decision-making, and judgments in carrying out the work of the modern corporation. A most fortuitous event in starting the project was the engagement of our research assistant with a theater academic background, and experience as a scriptwriter and director at a repertory theater.

Recrafting writing a business

Level 4 — Speaking, writing, presenting Level 4 — Speaking, writing, presenting Processes and strategies integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.

Sources of information What do I need to know? There are three interrelated sources of information in texts that readers and writers use: Meaning semantics — the meanings of words and of images, such as illustrations, diagrams, and symbols, in their context; Recrafting writing a business build on their knowledge of words and their meanings through extensive reading and writing, rich conversations with adults and peers, and planned literacy activities.

They extend their vocabularies and learn how to use visual language and illustrations, such as diagrams and photographs, to help them make meaning.

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Structure syntax — the grammatical structures of phrases and sentences; Knowing the structure or syntax of a language helps readers and writers to predict unknown words and phrases when reading and the order of words in a sentence when writing.

Visual and grapho-phonic information — the visual aspects of the print itself. This source includes the features of the printed letters, words, punctuation, and other print symbols. It does not include illustrations. Proficient readers and writers draw on their phonemic awareness they can hear, differentiate, and attend closely to the individual sounds in words and on their knowledge of phonics they know which letters or groups of letters represent which sounds.

As beginning readers and writers, learners are taught to use and integrate the sources of information. They are given opportunities to apply this learning as they read and write many texts, develop their oral language, and engage with increasingly challenging texts. Students continue to need opportunities to apply what they have been taught and to practise reading and writing as they progress with their literacy learning.

They need planned, explicit instruction. Fluent readers and writers use all available sources of information, including their prior knowledge and experience, confidently, simultaneously, and usually unconsciously.

Teachers of years 5 to 8 need to be aware that some of their students may still need explicit instruction to establish basic knowledge of how to use and integrate the sources of information in text.

Assessment evidence can identify students who are still challenged by the basics of decoding and encoding. Some of these students may be new learners of English who are literate in a different code. If so, they can be encouraged to transfer relevant understandings. What does it look like? A case study of a student using grapho-phonic and semantic sources of information to encode a text One of my reading groups had been reading an article about the effects of water on the landscape, and one aspect we had discussed was erosion.

A little later, the class was writing a shared explanation of how water makes changes to the landscape. I began by inviting the group who had read the article to share what they had learned. I think it was called erosion.

I wanted the class to consider how it might be spelled. Listen carefully to the sound. Think of other words that have the same sound. Teacher, year 6 class Processes What do I need to know?

Writers move between certain processes as they create texts. These processes relate to the stages of creating a text.

There are three processes: Crafting or composing a text. Crafting or composing a text means recording ideas and information, usually on paper or in electronic form. The student creates a text to meet the writing purpose and engage the intended audience by writing down the best possible words in the best possible order, using and extending their knowledge of English vocabulary and syntax.

Students can develop their expertise in many aspects of crafting a text by watching and listening as the teacher or another writer demonstrates or explains a relevant part of the process. They also learn about crafting texts by thinking and talking about the texts that they read and by discussing frequently, with their teacher and with other students, what they are doing as they write.

Proficient writers continually reflect on what they write. They reread their text again and again, both as they write and after writing.

This often leads to recrafting making changes to their text if the writer thinks of a way to meet their purpose more effectively, clarify their meaning, or give their writing more impact.

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This process of reflecting on the text and recrafting it is sometimes called revising and editing. Often, but not always, writers decide to present their text to others, for example, by publishing it in written form.

recrafting writing a business

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The fact that they wanted to and they knew they were going to be challenged by the scripts that we’re writing and they knew they wanted the legacy of the show to be what it deserves to be.

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Down in Louisiana bayou country, six friends--Jules, Jacques. This often leads to recrafting (making changes to their text) if the writer thinks of a way to meet their purpose more effectively, clarify their meaning, or give their writing more impact.

This process of reflecting on the text and recrafting it is sometimes called revising and editing. functional manager; (2) recrafting the cases from multiple industries to include one embarrassing to do too much interpreting when writing a case: dangerous because business cases are generally complex with a lot of things implied rather than explicit.

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