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Dwyn i gof. Sue Palmer Addasiad Cymraeg gan Delyth Eynon. Mae testun dwyn i gof. * yn ailadrodd digwyddiadau. * yn nhrefn amser. (yn gronolegol). Dyma enghreifftiau lle mae testun dwyn i gof yn cael ei ddefnyddio. adroddiad papur newydd. ysgrifennu am drip neu ddigwyddiad. llythyr.
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Dwyn i gof Sue Palmer Addasiad Cymraeg gan Delyth Eynon
Mae testundwynigof * yn ailadrodd digwyddiadau * yn nhrefn amser (yn gronolegol)
Dyma enghreifftiau lle mae testun dwyn i gof yn cael ei ddefnyddio adroddiad papur newydd ysgrifennu am drip neu ddigwyddiad llythyr bywgraffiad neu gofiant dyddiadur dwynigof ffeithiol erthygl mewn cylchgrawn gwybodaeth mewn gwyddoniadur
cynllundwynigof digwyddiadau yn nhrefn amser beth sy’n digwydd ar y diwedd? pryd? ble? Diweddglo Cyflwyniad pam oedd o bwys? brawddeg dda i gloi pwy? beth? Ar ôl i chi wneud eich sgerbwd o’r llinell amser gallwch ei rannu’n baragraffau.
nodweddioniaithdwynigof * yr amser gorffennol Yna… Nesaf… * enwi’r bobl, y llefydd a’r pethau pwysig Yn y cyfamser… Ychydigarôlhynny… *ysgrifennu yn y person cyntaf neu yn y trydydd person neu ysgrifennu am grŵp o bobl Wedi Ynfuanwedyn… O fewnawr… Wythnosynddiweddarach… Ynolaf… *cysyllteiriau amser Ar y diwedd... Meddyliwch hefyd am gysyllteiriau fel a, ac, felly, pan, tra.
Defnyddio’rffurfamhersonolwrthddwynigof Cynulleidfa darllenyddsy’ndangosychydig o ddiddordebyn y pwnc * adroddiad papur newydd * erthygl mewn cylchgrawn * llyfr ffeithiol Pwrpas rhoigwybodaeth a diddori * bywgraffiad neu gofiant
Defnyddio’rffurfbersonolwrthddwynigof Cynulleidfa * darllenyddsy’ngyfarwyddi chi *chi eichhunan * llythyr *cerdyn post *dyddiadur Pwrpas myfyrio, cofnodi, diddori *darn ysgrifenedig am drip neu ddigwyddiad
Syniadauarsutiysgrifennu’nfywiog Cofiwch ddefnyddio: * Cofiwch amrywio: *berfau pwerus - hyd y brawddegau • ffyrdd o ddechrau brawddegau - y math o frawddegau (Cofiwch ddefnyddio ambell gwestiwn neu ebychiad) *dyfyniadau *Ceisiwch gysylltu’r frawddeg olaf yn ôl i’r un agoriadaol Sylwch ar y nodweddion hyn a thechnegau eraill mewn darnau y byddwch chi yn eu darllen.
Pan fyddwchynysgrifennugydaphartner, cofiwch... Ymarfer * Dywedwch bob ymadrodd neu frawddeg yn uchel * Ceisiwch wella eich gwaith, os yw’n bosib Ysgrifennu Un i ysgrifennu, ac un i helpu. Darllenwch dros y gwaith i wneud yn siwr ei fod yn swnio’n iawn ac yn gwneud synnwyr. Ailddarllen
Enghreifftiau Ysgrifennu Dwynigof
Enghraifft o ysgrifennusy’ndwynigof Llythyr oddi wrth Nina Bawden, awdur Carrie’s War Annwyl blant, Cefais fy anfon fel faciwî gyda fy ysgol fel y rhan fwyaf o’r plant hynaf. I ddechau aethon ni i Ipswich, ac yna, pan ymosododd Hitler ar yr Iseldiroedd cawson ni ein hanfon i Gymru. Doedden ni ddim yn gwybod mai i Gymru roedden ni’n mynd, dim ond gwybod ein bod ni’n ‘mynd tua’r gorllewin’. Cawson ni ein rhoi ar drên gyda chas ddillad bach a’n masgiau nwy – diolch byth, fuodd dim rhaid eu defnyddio. Ar ôl cyrraedd Cymru dyma ni’n cerdded ar hyd llwybr lludw a chyrraedd neuadd eglwys lle roedd llawer o fenywod yn aros amdanom ni gyda the a bisgedi – ac i ddewis y faciwîs ro’n nhw’n hoffi eu golwg nhw fwyaf. Roeddwn i gyda fy ffrind gorau, felly roedd y cyfan yn fwy o hwyl nag y byddai wedi bod petawn i wedi bod ar fy mhen fy hun.
Llythyr oddi wrth Nina Bawden, awdur Carrie’s War (2) Bu fy ffrind Jean a finnau’n aros mewn rhyw saith lle yn ystod y blynyddoedd buon ni yn Aberdâr; roedd ein rhieni maeth i gyd yn garedig, a gwnaethon nhw bopeth gallen nhw droston ni, ond fe gawson ni sawl profiad rhyfedd. Roedd drws un tŷ lle buon ni’n aros yn cael ei gadw wedi’i gloi a’i folltio; pan fydden ni’n dod nôl o’r ysgol ac yn canu’r gloch byddai’n cymryd rhyw ugain munud i’r drws gael ei agor. Mewn tŷ arall, dim ond unwaith y dydd roedden ni’n cael dringo’r grisiau rhag ofn i ni dreulio’r carped. Ac mewn lle arall, roedd ein tad maeth, a oedd yn löwr, yn dod nôl o’i waith am chwech y nos ac yn sefyll yn noeth mewn bath tun yn un rhan o’r gegin tra arllwysai ei wraig ddŵr o fwced drosto, a ninnau’n gwneud ein gwaith cartref wrth y ford.
Llythyr oddi wrth Nina Bawden, awdur Carrie’s War (3) Roedd y cyfan yn antur yn ei ffordd ei hun. Cawson ni weld y tu mewn i gartrefi a theuluoedd pobl eraill, rhywbeth defnyddiol iawn i fi fel awdur! Gobeithio bydd yr wybodaeth yma’n ddefnyddiol. Dymuniadau gorau Nina Bawden
Examples of ‘skeletons’ in use Taken from ‘How to teach Writing Across the Curriculum’ (KS1/2) by Sue Palmer, with many thanks to David Fulton Publishers
MY LIFE SO FAR My name is Jessica Martin and I am six years old. I live in York with my mum and my little brother Baz. This is the story of my life so far. I was born at St Mary’s Hospital on 19th December, 1997. I was a good baby and I did not keep Mum awake at night. When I was 3, Baz was born. He was not a good baby! He cried all the time and kept us all awake. Not long after Baz was born, I started at playgroup and met my best friend Hannah. We had lots of fun playing in the house and dressing up. At the age of 4, I had chicken pox. It made me very itchy and Mum dabbed my spots with pink medicine. Soon after that, I started school. Hannah and I were in Mrs Robinson’s class. It was fun because we played all day. Next we went into Mrs Bennett’s class. That was when I learned to read and write. Mrs Bennett read us lots of stories. Last September I moved up into Mr Long’s class, and now I am learning my times tables Skeleton
Recount organisation name age Y1 – Mrs Bennett Baz born born chicken pox 1 2 3 4 5 6 introduction St Mary’s Hospital started playgroup – met Hannah Y2 – Mr Long family where she was started school – Mrs Robinson Text
(personal) A trip to the Eden Project Last Friday, our class travelled in the school bus to visit the Eden project in Cornwall. It was a long ride to get there so we had to be at school an hour early, at eight o’clock. We brought our breakfast to eat on the bus. When we arrived at the Eden Project, we could tell it was a big attraction by the size of the car parks, which were carefully laid out and named after fruits – we were in Plum Car Park. As we walked down, we could see the Eden Projects buildings – two enormous plastic domes, built in a dip in the ground. Mrs Jeffries told us they were called ‘biomes’ and the dip used to be a claypit, where men had dug out the clay to use for making pots. We spent our morning going round the biomes, looking at the plants. One is kept very warm inside and filled with tropical plants like rubber trees, bamboo, spices, coconuts and pineapples. There are also displays of buildings and gardens from tropical countries. The other biome is not so warm and among the plants there are oranges, lemons, grapes and olives. We had our lunch in the exhibition centre, where we watched a video about ‘The making of Eden’. The Eden Project was built to show how humans and plants depend upon each other and it cost millions of pounds to build. Next we had a talk about the plants. A lady explained how you get cocoa beans and cocoa milk from a pod and use them to make chocolate. We were allowed to look in the shop and spend two pounds. I bought some stickers and a postcard of a man building the biomes. Finally, it was time for the long ride home. We were back by half past three, just in time for the bell. Skeleton
(personal) rubber, bamboo, spices, coconuts, pineapple trip round tropical biome what who return journey Video ‘Making of Eden’ arrive 8.00am lunch shop £2 3.30 breakfast on journey see biomes intro Talk - cocoa, chocolate Exhibition centre home School car park where trip round cooler biome when oranges, lemons, grapes, olives Text
(impersonal) A taste of Paradise “All this way to see plants grow in a greenhouse!” After hours watching rain stream by the bus windows on the long road to Cornwall last Friday, Year 5 was feeling less than enthusiastic about visiting the Eden Project. Yet as the children made their way across the vast car parks, catching their first glimpse of two huge plastic ‘biomes’ in a gigantic crater, they began to change their minds. The Eden Project is the largest greenhouse in the world, big enough to hold the Tower of London and housing more than 135,000 plants. In the humid tropical biome, Year 5 found themselves wandering through a stifling heat beside a tropical waterfall. They saw plants they knew – bananas, pineapples, mangoes, cocoa, rice – not picked and packed on supermarket shelves, but alive and growing. They saw plants they didn’t know and hadn’t dreamed of. They began to realise how much human beings depend on nature for all their basic needs – food, drink, shelter, clothing – and luxuries – sweets, cosmetics, sports gear… In the warm temperate biome, the heat was gentler and the air filled with the scent of lemons. Here they saw the plants of California and the Mediterranean: olives, vines, tobacco, cotton, cork and mouth-watering fruit and vegetables. Outside, on the slopes leading up to the exhibition hall, were the familiar plants of the cool temperate zone, and the familiar weather – still raining! After lunch, there was a film about the building of Eden and a talk from the education department…and then the long drive home. But now as the rain beat down and the windows steamed up, Year 5 could close their eyes and remember Paradise. The scents of jasmine, ginger and pineapple; the sultry tropical heat; the rainbow colours of wild, exotic flowers. Some plants; some greenhouse! Skeleton
(impersonal) Cornwall Y5 arrive at Eden Project lunch long bus journey tropical biome warm temperate and outside afternoon activities journey home Intro Eden Project Last Friday
