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<div id="main-column" class="span9"> <article id="net-sieve-spine" style="margin-top: 16px;">
<h1 class="section-title">NET SIEVE SPINE</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Writing </span><span class="divider">/</span></li><li><span class="gray">Teaching Writing</span><span class="divider">/</span></li><li><span class="active">NET SIEVE SPINE</span></li></ul>
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<h1><span style="color:#800080;"><span style="font-family:comic sans ms,cursive;">Thinking through note making ... using language & layout</span></span></h1> <p>The terms <strong>NET, SIEVE </strong>and <strong>SPINE</strong> are used simply as shorthand for a commonplace of the process of composing text - i.e. that there are three useful (indeed, essential) phases in deciding what you want to say :-</p><div class="pinkBg"><h4><span style="font-family:comic sans ms,cursive;">1. ideas are <span style="color:#800080;"><em>collected</em> </span>(NET) ...<br>2. ... <span style="color:#800080;"><em>selected & developed</em></span> (SIEVE) ...<br>3. ...and <span style="color:#800080;"><em>organised</em></span> (SPINE)</span></h4></div><p>In other words, we want our students to Think Before They Write! Even more, we want to <em>help</em> them to think before they write, and that can be difficult if all we ever see is the end result. One year, I had some spare teaching time, and had the pleasure of teaching a CAS art class for an afternoon a week (if things had been different when I was a kid, I might have ended up as a teacher of Art not English!) It was fascinating to realise that in art teaching you can really see the process of thinking happening before your eyes - the marks appear one by one on the paper or canvas and you can step in and say <em>"Now hang on, why are you starting there? ... What about the background? ... Should that be more blue? ...That bit's great - what about focusing there?..." </em>The NET SIEVE SPINE procedure can lay out the student's thinking in a form where you can discuss ideas <u>as they germinate</u><em>.</em></p><p><br>This procedure can be taught in the following tried-and-tested way:-<br> </p><p><strong>* Introduce the basic analogies</strong> - "<em>What does a net do?</em> (It collects things) ... <em>What is a sieve, and what does it do?</em> (It separates things out) ... <em>What does a spine do?</em> (It structures things and holds them together) ..."</p><p><strong>* Then</strong> ... deal with the three steps...</p><h3><span style="color:#000080;">NET</span><img alt="" class="right" height="596" src="../../../ib/englishb/images/NET%23A.jpg" style="width: 224px; height: 219px;" width="500"><strong><span style="font-size: 16px;"></span></strong></h3><p>“<em> Take an empty piece of paper. As you think around the subject, note down everything that occurs to you ...</em></p><p><em>...don’t be selective or critical at this stage, because you don’t yet know what might be useful and what might not ...</em></p><p><em>... and write down your notes at random all over the sheet ...</em></p><p><em>... DON’T start at the top left hand corner - you don’t want structure at this stage, because you don’t know what the structure will be, nor what structure might be best ...”</em></p><h3><span style="color:#000080;">SIEVE</span><img alt="" class="right" height="762" src="../../../ib/englishb/images/NET%23B.jpg" style="width: 222px; height: 217px;" width="792"><strong><span style="font-size: 16px;"></span></strong></h3><p><em>“ Look at your NET notes ... underline / ring / highlight those ideas which seem to you most interesting and / or relevant....</em></p><p><br><em>Then, take more empty sheets of paper, and note down the various ideas that you have just selected - allowing plenty of space around each heading ...</em></p><p><br><em>Work through each of your key ideas, developing them by thinking them out in detail and doing any research that you need...</em></p><p><br><em>... As you work through the various key ideas, things may jump into your mind about the other key ideas - so you note these new points down under the appropriate headings ...”</em></p><h3><br><span style="color:#000080;">SPINE</span><em><img alt="" class="right" height="684" src="../../../ib/englishb/images/NET%23C.jpg" style="width: 240px; height: 221px;" width="694"></em><span style="font-size: 16px;"></span></h3><p><em>“ When you’re satisfied that you have as much as you can find, or as much as you need ... take another sheet of paper, and work out the sequence of what you are going to write - which of the SIEVE headings you will deal with first, which next, and so on ...</em></p><p><br><em>It is a very good idea to try several different sequences - the first sequence you think of is almost certainly not the best you could invent !</em></p><p><br><em>Once you are satisfied with your SPINE (or general strategy), plan the essay in detail, paying particular attention to how you link one paragraph to the next ...”</em></p><hr class="hidden"><p><span style="color:#000080;"><em><strong>You can use the following projection to present each step of the process - and then, if it seems appropriate, you can give out the handout below to remind them of the procedure.</strong></em></span></p><div id="__ss_6990647"></div><div class="dottedBox"><p><strong>The Projection</strong></p><div id="__ss_6990647"><strong><a href="http://www.slideshare.net/davidripley/net-slides" title="Net slides"><img class="ico" src="../../../img/icons/ppt.png"> Net slides</a></strong></div><hr class="hidden"><p><span style="font-size: 14px;"><strong>The handout </strong></span></p><p><span style="font-size: 14px;"></span><a href="/media/ib/englishb/files/NET.pdf"><span style="font-size: 14px;"><strong><img class="ico" src="../../../img/icons/exercise.png"> NET SIEVE SPINE Presentation</strong></span></a></p></div><h3>Practice makes perfect</h3><p><em>Explaining</em> the basic process is easy enough - the challenge is to make sure that students take the idea seriously, see its usefulness, and actually use the procedure. Instilling the habit of using such methodical development can, I find, be achieved by following this sequence :</p><p><span style="font-size: 14px;"><strong>FIRST STEP</strong></span> </p><p>Go through the procedure with the whole class, reproducing the images above on the whiteboard. Or, even better ... if you have a smartboard or computer projection system, use the advantages of flexibility that such systems provide. So:-</p><p style="margin-left: 40px;">(1) brainstorm the NET with the whole class, scribbling ideas so that everyone can see them, then...</p><p style="margin-left: 40px;">(2) do the SIEVE, selecting the ideas that the class feels are most useful / interesting (say, no more than 5 or 6), and allocating them to small groups for more development - after ten minutes, quick report back to the whole class, then ... </p><p style="margin-left: 40px;">(3) label the ideas (A, B, C, or whatever) for convenience and ask each student to put them into a SPINE sequence (e.g. D - B - A - E - C) and be prepared to explain why that seems a good way to sequence the ideas, and finally ... </p><p style="margin-left: 40px;">(4) collect various different SPINEs on the board and discuss the strengths and weaknesses of each (usually 2 or 3 patterns will be obviously better than others).</p><p><span style="font-size: 14px;"><strong>SECOND STEP</strong></span> </p><p>Set a writing task for which the students will be expected to use, and submit, the NET SIEVE SPINE (NSS) procedure. This task could be set in several ways :</p><ul><li>"Do the NSS only ... I'm not interested, this time, in you actually writing the final text"</li><li>"Do the NSS and hand it in ... I'll give my comments (and/or mark it) ... then you write the final text"</li><li>"Do the NSS, then write the final text, and hand the whole lot in for marking"</li></ul><p>The first two are good for keeping the emphasis on the main point, which is to work out your ideas properly before starting - you repeat the NSS procedure twice, quickly, and on both occasions you give direct feedback on whether they're handling the approach effectively.</p><p><span style="font-size: 14px;"><strong>THIRD STEP </strong></span></p><p>In normal writing tasks, remind them about the procedure from time to time, and also occasionally (or with specific students) collect in the planning process with the final text. There is nothing sacred about this NSS process: what is important is that they really do <em>Think Before They Write</em>, and they can put their planning on paper in any way that suits them. I once had a student - extremely able - who refused point blank to bore himself with all these sheets of notes ... "I do it all in my head," he said. And he obviously did, so - fine !</p><div class="blueBg"><h3>LINK: the process in action </h3><p>> <a href="../1467/sitges.html" title="Teaching Skills » Teaching Writing » Writing purposes » Description » Sitges">Sitges -</a> <strong>Detailed sample NSS notes</strong> + teaching procedure are a major feature of this <span style="font-size: 14px;"><strong> </strong></span>page.</p></div><hr><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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