Pedagogies for the Teaching and Learning of writing and designing

Sequence of writing (Anstey & Bull 2004, p.190).

Immersion

Modelling

Joint Constuction

Independent Construction

Reflection

Real-world examples and experiences

Also known as the functional approach to teaching writing (Anstey & Bull 2004, p.189).

focuses on how purpose, social context, sturcture and linguistic features are connected.

Genre teaching benefits (Hayland 2004: 10-11)

Systematic. 'Provides a coherent framework for focusing on both language and contexts'

Needs-based. 'Ensures that course objectives and content are derived from students needs'

Supportive. 'Gives teacher a central role in scaffolding student learning and creativity'

Empowering. 'Provides access to the patterns and possibilities of variation in valued texts'

Critical. 'Provides the resources for students to understand and challenge valued discourses'

Explicit. 'Makes clear what is to be learned to facilitate the acquisition of writing skills'

Consciousness raising. 'Increases teacher awareness of texts and confidently advise students on their writing'

Important features of GBA

Structure of all genres taught (Anstey & Bull 2004, p.189).

Text progresses from social contexts

Effective construction of text is a powerful tool for success in life (Anstey & Bull 2004, p.189).

Influenced by purpose and context of writing (Anstey & Bull 2004, p.189).

'language is a system of sound and signs for making meaning' (TESL 2011, ¶ 3)

Emphasis on semiotic systems and how they're used in the construction of meaning (TESL 2011, ¶ 3).

People are writing more than ever (NCTE 2009, p.1)

Writers become writers through what could be called, 'an extracurricular social co-apprenticeship' (NCTE 2009, p. 5)

The Age of Composition (NCTE 2009, p.5)

Students are faced with many different contexts in which to write: Social media sites, instant messaging, blogging, emails and texting (Lenhart et al 2008, ¶ 1).

Ability to use language and writing effectively, is highly valued in society (Anstey & Bull 2004, p.189).

The ability to communicate is foundational part of humanity

The study of English 'creates confident communicators, imaginative thinkers and informed citizens' (ACARA 2011)

The study of English would be impossible without language and writing.

Bottom up theory (Anstey & Bull 2004, p.170)

First develop skills then meaning (Anstey & Bull 2004, p.169)

Taught from simple to complex (Anstey & Bull 2004, p.108)

Handwriting, grammar, punctuation, spelling

Compositon, Sentences construction, Paragraph construction

Meaning

Writing

Negatives

Students not from Anglo Saxon Backgrounds were disadvantaged (Ansty & Bull 2004, p.171)

Important features of SB Approach

Focuses on skills needed to write: handwriting, spelling, grammar and punctuation. (Anstey & Bull 2004, p.169)

Scribbles and drawings - not considered writing

Pre-schooling, students were believed not to be able to write (Anstey & Bull 2004, p.174).

Implicit teaching (Anstey & Bull 2004, p.171)

Surface features: spelling, grammar, punctuation, neatness are a focal point (Anstey & Bull 2004, p.169)

Popular until around the 1980's (Anstey & Bull 2004, p.169)

The traditional/historical way of teaching writing (Anstey & Bull 2004, p.169)

Quantative (Anstey & Bull 2004, p.172)

Assessment

'Methology based on observation and collection of work samples' (Anstey & Bull 2004, p.172)

Prescribed topics with deadlines. (Anstey & Bull 2004, p.174).

1980: Transition from skills based approach to focus on the process (Anstey & Bull 2004, p.172).

Top- Down approach

Focuses on meaning then moves to the surface level of grammar, spelling, punctuation etc.

Semantics first

Syntax later

Meaning/Purpose/audience

revising/rewriting

Editing/publication

Grammar

spelling

punctuation

Handwriting/presentation

Three stages of writing process (Anstey & Bull 2004, p.172)

The stages

Pre- writing

- Incubating
-Rehearsing
-Researching
-Discussing

Writing

Drafting

Post-writing

1. Publication
Despatched to intended audience

2. Readers' response

3.Writers' reflection on the experience

Student/Teacher Conferences (Anstey & Bull 2004, p.174).

Conference run by the student

Allows students to have a sense of ownership

Refered to as the 'Conference Approach

Types of conferences that are commonly used in the classroom context (Anstey & Bull 2004, p.180)

Individual Conferences

Group Conferences

Small teaching Groups

Publishing conference

The process (Anstey & Bull 2004, p.178).

- Stimulus/Respones
-Pre-writing
-Drafting
-Revising
-Editing
-Proofreading
-Response from peers, adults, teachers
- Publishing

Enables students to succeed independently through communicating about their writing by getting them to talk about their writing at every step of the writing process (Gocsik 2005, ¶ 4).

Negatives

'Doesn't address the social practises of writing' (Anstey & Bull 2004, p.192)

Important features of PBA

Recognised child's scribbles and drawings were early stages of writing (Anstey & Bull 2004, p.173).

Drawings/ scribbles convey meaning

Not sequential; writers can begin anywhere

ownership and choice valued (Anstey & Bull 2004, p.174). (Walshe, 1981, p.9)

Ownership causes students to be more motivated and more work is completed as an outcome.

Circular and recursive (Anstey & Bull 2004, p.178).

Focuses on Meaning, Purpose and Audience (Anstey & Bull 2004, p.172).

Focus on qualitive not quantitive (Anstey & Bull 2004, p.172)

Uses real-world Examples and experiences (REFERENCE)

Uses dialoge as a teaching technique (Gocsik 2005, ¶ 4).

writing-as-a-process can be taught’ (Gocsik 2005, ¶ 4).

Based on the 'real world'

Based on research done into how professional writers write (Trupe 2001, ¶1).

Professional writers use preparation, editing and collaboration before publishing (Trupe 2001, ¶1).