travel writing ppt

Beyond "What I Did on Vacation": Exploring the Genre of Travel Writing

• Resources & Preparation
• Instructional Plan
• Related Resources

In this lesson, students are introduced to the genre of travel writing. After reading and analyzing short examples and discussing conventions of the genre, students engage in some guided travel writing activities. They brainstorm events and/or personal experiences that might make a fun piece of travel writing and select one event for freewriting. They then turn their notes into a travel article, using a list of characteristics of good travel writing to assess their writing as they work. They peer review and revise drafts of their writing before publishing it using an online multigenre tool. This scalable lesson can be completed in a few days as a short mini-unit, before a school break as a chance for students to do some real world writing, or over a longer period of time as an extended unit with integrated research.

Featured Resources

• Elements of Good Travel Writing : This handout lists characteristics of good travel articles.
• Multigenre Mapper : Students can use this online tool to create multigenre, multimodal texts, including three types of writing and a drawing, in response to the Gettysburg Address.
• Suggested Reading in the Travel Writing Genre : This reading list includes books and magazines in the travel writing genre.

From Theory to Practice

In her book Thinking Through Genre , Heather Lattimer discusses genre study as "an inquiry into text form" (4). One of the ways to help students see the structural and rhetorical features of a piece of writing is to immerse them in the study of various genres. By studying a wide array of genres, students are better able to see the many decisions a writer makes as a matter of purpose, audience, and form or genre, rather than as arbitrary teacher-established rules. Lattimer suggests, "A genre study is not about reading a particular text; individual texts are read and discussed for the purpose of developing strategies of comprehension appropriate for the genre" (4). Dean states, "Even if we can't develop the full contextual aspect of some genres because of the restrictions of the classroom situation, it is helpful for students to know that not all writing is the same. They can learn the concept of genres." (45) By reading and writing in new genres, students gain strategies for reading new kinds of texts as well as insights into different ways of producing texts. Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Suggested Reading in the Travel Writing Genre
• Sample Piece of Travel Writing: “The Visit” (or substitute with your own piece if you prefer)
• Computer with Internet access
• Analysis of Travel Writing
• Elements of Good Travel Writing

Preparation

• Read and the Analysis of Travel Writing and note how the characteristics apply to “ The Visit .”
• Consider how travel writing might fit into your larger conversations with students about writing. For example, using travel writing as part of a genre approach to teaching writing can allow teachers to compare and contrast it with other forms of writing. There is a strong overlap between travel writing and personal narrative, as good travel writing centers on good stories and engaging voice and style. Mixed in with that, however, is the description and informational aspects of expository writing. Travel writing also often overlaps with persuasive writing, making emotional appeals to entice readers to take particular sorts of trips. Seeing travel writing as a hybrid genre not only will give students an additional form to work in; it will help them see aspects of familiar forms by comparison.
• Make one copy of the Analysis of Travel Writing and Elements of Good Travel Writing for each student.
• Test the Multigenre Mapper on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page .

Student Objectives

Students will:

• learn the conventions of the travel writing genre.
• attempt new methods of generating personal writing.
• practice process-based writing and writing for an audience.
• integrate research with personal experiences and reflection.

Session One

• Ask students what they know about travel writing and what they expect to find in travel writing. List their comments on the board or on chart paper. Save this information for use later in the session.
• Hand out copies of “ The Visit ,” or have students access it online. Alternately, you can share another piece of travel writing with students from your class textbook or another source.
• Hand out copies of the Analysis of Travel Writing to each student.
• Have students read “ The Visit ” and then answer the questions on the Analysis of Travel Writing , either individually or in small groups.
• Discuss the article and student responses to the Analysis of Travel Writing handout.
• Ask students to compare that they found in the reading with their observations and expectations at the beginning of the session. Encourage exploration of the similarities and differences.
• Hand out a Elements of Good Travel Writing to each student, and discuss these elements as they apply to the reading.

Session Two

• Review the Elements of Good Travel Writing handout from the previous session.
• Have students watch the short clip " Developing Travel Writing " from BBC.
• When they finish reading, ask students to brainstorm a list of events and/or personal experiences that might make a fun piece of travel writing.
• Give students a few minutes to share their lists with their peers.
• Have students select one event from their lists and write down, using freewriting and brainstorming techniques, everything they can about it during the remainder of the session. If time is short, have students complete their notes for homework. Ask them to bring their notes to the next session.

Session Three

• Allow students a few minutes to review their notes from the previous session and make any changes or additions.
• Explain that these notes are source material for students’ own travel articles.
• Have students compare their notes to the Elements of Good Travel Writing . Ask them to identify any characteristics that are not present in their work or that need to be strengthened.
• Try for a clever attention grabber (explain that this may be the last or most difficult part).
• Give enough background information to set the context: Where were you? Why were you there? Why was this event important?
• Clearly describe the setting. Use details that appeal to multiple senses.
• Clearly describe an important person (alternately, an animal or thing) in the story. Make sure that your reader will understand who the key people are in the article.
• Look for places where you can add dialogue. If the event happened a long time ago, dialogue does not have to be direct quotations. Suggest students focus on the general comments and feelings in their dialogues.
• Mix in personal reflections with the telling of the story.
• Ask students to bring a completed draft of their travel article to the next class session for peer review.

Session Four

• Have students share their revised drafts in small groups of two to four students.
• Ask peers to evaluate the articles by comparing their characteristics to the Elements of Good Travel Writing .
• Encourage students to share supportive feedback and praise as well.
• Have students revise their work using feedback from their peers to create a final draft.
• If desired, allow time for students to publish their travel writing using the Multigenre Mapper to incorporate drawings into their final work.
• Have students research the location in their writings and then incorporate relevant information into the finished versions.
• Read additional travel writing. Some suggestions are included on the Suggested Reading in the Travel Writing Genre handout.
• General interest magazines often carry travel pieces as well. Discuss the kinds of travel writing that are included in non-travel magazines such as Cottage Living and the differences between these and articles found in travel magazines such as National Geographic Traveler . Use this comparison as a basis for a discussion of audience and purpose.
• For some additional ways to write about travel, consult Ten Ways to Write about Your Vacation , which includes writing prompts that can be used as starting points or as more polished pieces.

Student Assessment / Reflections

• Assess students’ finished travel writing by comparison to the genre conventions established during discussion and in the Elements of Good Travel Writing . Finished pieces can be shared with peers, family, and/or the school at large via a “travel” edition of a school publication.
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GENRE STUDY: TRAVEL WRITING.

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Travel Writing

Jul 21, 2014

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Travel Writing.

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• book air travel online
• foreign country
• infinite possibilities
• contemporary travel writers
• generous heart

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"The best writers in the field [of travel writing] bring to it an indefatigable curiosity, a fierce intelligence that enables them to interpret, and a generous heart that allows them to connect. Without resorting to invention, they make ample use of their imaginations. . . . "The travel book itself has a similar grab bag quality. It incorporates the characters and plot line of a novel, the descriptive power of poetry, the substance of a history lesson, the discursiveness of an essay, and the--often inadvertent--self-revelation of a memoir. It revels in the particular while occasionally illuminating the universal. It colors and shapes and fills in gaps. Because it results from displacement, it is frequently funny. It takes readers for a spin (and shows them, usually, how lucky they are). It humanizes the alien. More often than not it celebrates the unsung. It uncovers truths that are stranger than fiction. It gives eyewitness proof of life’s infinite possibilities." (Thomas Swick, "Not a Tourist." The Wilson Quarterly, Winter 2010)

Types of Travel Writing: 1. 2. 3. 4. 5. (Come up with your own) 6. (Come up with your own) 7. (Come up with your own) Adjectives to describe the style of travel writing: 1. 3. 2. 4.

"There exists at the center of travel books like [Graham] Greene's Journey Without Maps or [V.S.] Naipaul's An Area of Darkness a mediating consciousness that monitors the journey, judges, thinks, confesses, changes, and even grows. This narrator, so central to what we have come to expect in modern travel writing, is a relatively new ingredient in travel literature, but it is one that irrevocably changed the genre. . . ."Freed from strictly chronological, fact-driven narratives nearly all contemporary travel writers include their own dreams and memories of childhood as well as chunks of historical data and synopses of other travel books. Self reflexivity and instability, both as theme and style, offer the writer a way to show the effects of his or her own presence in a foreign country and to expose the arbitrariness of truth and the absence of norms." (Casey Blanton, Travel Writing: The Self and the World. Routledge, 2002)

Elements of Good Travel Writing : • centers on a key event. • uses background information that builds up to this event. • may incorporate research to enhance the background information—even if the writer didn’t know the information things at the time of the trip. • clearly describes the location and focuses on elements that are key to the story or experience. • clearly describes any important people so that readers feel as if they know them a little. • uses dialogue where possible to help the story “happen” for the reader. • mixes reflections on the experience with the retelling to help the reader see the importance of the experience.

"As a literary form, travel writing is a notoriously raffish open house where different genres are likely to end up in the bed. It accommodates the private diary, the essay, the short story, the prose poem, the rough note and polished table talk with indiscriminate hospitality. It freely mixes narrative and discursive writing.“ (Jonathan Raban, For Love & Money: Writing - Reading - Travelling 1968-1987. Picador, 1988)

12 Types of Travel Articles 1. ADVICE - basically a service piece that helps the reader make a decision. • Example: Should You Book Air Travel Online? 2. HERE AND NOW - a topical article with limited life. • Example: Christmas in Williamsburg 3. FLAVOR - an article using the five senses. • Example: Savor Mexico 4. ROUNDUP - a collection of information on the same topic. • Example: The Top 10 Romantic Inns 5. HOW - an article about how to get there. • Example: Training Across America 6. WHAT - an article about an activity--what to do? • Example: Kayaking the Coast of Oregon 7. HISTORICAL - an article featuring the historical aspects of travel. • Example: The Grand Tour Revisited 8. HUMOR - exaggerated adventures. • Example: Wild and Wooly Nights in Las Vegas 9. DESTINATION - also called DEFINITIVE--the last word on a place. • Example: Yellowstone, the Granddaddy of National Parks 10. GIMMICK - an idea in very sharp focus. • Example: All About Suitcases 11. WH0 - an article that centers around a particular group of people. • Example: Honeymooning in Paradise 12. PERSONAL EXPERIENCE - sharing a personal experience with the reader. • Example: Horsetrekking Through Hell

Editors' Tips for Travel Writing • Try to give your article a fresh point of view and, if at all possible, cover some out-of-the-ordinary subject matter. Your article must go beyond the self-serving listing of information doled out by visitor’s bureaus and PR firms. • Surprise us. Give us something out of the ordinary — something that only someone who was there would know. Do this by trying things, meeting people, getting involved in scenes as you travel. • Use your senses and tell us what it feels like, smells like, tastes like. But avoid clichéd descriptions and adjective overload. Please, no "majestic" mountains, "spectacular" canyons, and "perched" or "quaint" villages. • A good travel story is more than just a collection of random impressions; it has a definite theme. Decide at the beginning what point you want to get across about the place and then work your impressions around it.

Using a mind map or web of sorts, identify the characteristics of travel writing. See below:

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Year 7 - Travel Writing Scheme of Work

Subject: English

Age range: Infinity - -Infinity

Resource type: Unit of work

Last updated

14 April 2020

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Here’s a fresh and exciting SoW which looks at Travel Writing. Students ‘travel’ to five different continents and each lesson is based on a particular destination / country in that continent.

Lots of fun activities and opportunities for students to develop their writing skills.

Although there’s just 13 powerpoints, the content, in many cases, will stretch over a couple of several lessons. I’ll be using this for the first half of T3 (so 5 weeks worth of teaching)

Sorry if there’s any typos. I’ve spotted one already. (I’m human!!)

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