Kim's+biography

Biography

Lindsay Crooks was a Dunedin artist. He has been an artist since 1957 and died in 2005. During his childhood he was taught Latin by his mother and graduated with a diploma in fine arts from Otago polytech in 1978. He travelled to England. Sadly he passed away after struggling with cancer for 8 months in 2005. He went to lots of gallerys on 1990 right through to 2003. And had copies of books called 'venus on the beach towel'. Lindsay was a life drawer for twenty years


 * //Nice work here Kim. Going to visit Lindsay's Gallery was inspired and I'm sure helped you get a sense of who is was.// //I think this is a Level 2 Biography// (Have a look at the matrix on the biography page)**


 * //In terms of next steps for writing a biography, I think you need to consider the following://

Purpose:** You have provided some detail about the artist, next step consider providing more detail (what inspired him?) but also consider the relevance of the information Language Features: Puncuation, using fullstops in the right places esp!
 * Text Organisation:** Using paragraphs and sequencing ideas

note in their field of expertise.) ||  ||
 * ** Level 2 ** || ** Level 3 ** || ** Level 4 ** || ** Comments/ Next Steps ** ||
 * ** Purpose ** || ** Purpose ** || ** Purpose ** ||  ||
 * Provides some information about an artist || Provides detailed information about an artist || Provides detailed, organised and relevant information about an artist ||  ||
 * Includes birth and death information || Includes education and major life accomplishments || Includes influences, contemporaries and significance (must explain why this individual is worthy of
 * ** Text organisation ** || ** Text organisation ** || ** Text organisation ** ||  ||
 * Little organisation evident || Organises the information somewhat || Organises the information (Clear introduction, paragraphs & summary/conclusion) ||  ||
 * Sequence is not very evident || Beginning to sequence events || Sequences well and beginning to group into more complex themes ||  ||
 * Did not use paragraphs || Beginning to use paragraphs || Uses each paragraph to state a point and then elaborate ||  ||
 * No attempt at conclusion || Some attempt at conclusion || Clear conclusion ||  ||
 * ** Language Features ** || ** Language Features ** || ** Language Features ** ||  ||
 * What is tense?! || Tense changes || Tense is maintained ||  ||
 * Uses simple factual and descriptive language || Uses simple factual and descriptive language appropriate to the task (formal language) || Uses simple factual and descriptive language appropriate to the task and topic, with clear reference links. Might also include some comparisons to help readers visualise aspects of the subject. ||