Publishing, Presenting and Reflecting on Your Work

(a) repetition; (b) proximity; (c) contrast.

Example: a letter to the editor of the local newspaper (print or online), because it reaches residents and councillors who read local news.

Any two: privacy (no personal details), permission from people shown, copyright/licences for music and images, captions, unintended audiences, school rules.

Examples: number of sign-ups or attendees, a quick survey of whether people remember the message, questions people asked, comparisons before and after.

Example: Writing the counterargument paragraph taught me to research the other side first; it made my argument stronger. Next time I'll start the Works Cited list on day one so I'm not hunting for sources at the end.

Any two: rehearse aloud; slow down; pause before key points; look up at the audience; don't read slides word for word; project your voice.

Contrast, Alignment, Repetition, Proximity.

The place or platform where a text is published or presented.

The part of a design the eye goes to first.

The final text, a draft showing revision, and a short reflection.

False. It's a cycle; you often go back to earlier stages.

Alignment. Fix: line everything up along one edge (e.g. all left-aligned) for a clean, organized look.

Producing final texts with production tools to achieve the intended effect. Fix: lower the music level under speech (or remove it during talking) so the voice is clear.

Example: My essay explained the health benefits of winter sports well, but it ignored cost and access, so it addressed the topic mainly from the perspective of families who can already afford equipment.

Examples: use only your first name or initials, and remove identifying details (school name, street, photos of friends) unless permission is given and school rules allow it.

Example: For my next essay, I'll draft the conclusion before the final day and check that it restates my thesis in new words and explains why it matters.

Model: Cubing was the most useful idea strategy for my report on outdoor rinks, because the "apply it" side gave me my topic: how towns could keep rinks open longer. While researching, I learned to read laterally after I found a website that turned out to be a company's advertising. Reading my draft aloud showed me that my sentences all started with "The." My report explained the effects of warmer winters but did not include volunteers' perspectives, which I would add by interviewing someone who floods a rink. Next time, I will book an interview early in the research stage. Look for specific tools, a stage-by-stage lesson, topic analysis and a concrete goal.

Analyze why: compare the audiences' needs (students may respond to stories and visuals; the council to costs and plans), identify which choices worked for each, and set goals like research the decision-makers' main concerns first and adapt evidence to each audience. The mismatch is evidence about audience analysis, not just about the topic.

Liking is vague and polite answers are common. Evidence (sign-ups, survey results, what people remembered, questions asked) shows whether the text achieved its intended effect and which choices caused that, so you can repeat or fix them.