Literaturnachweis - Detailanzeige
| Autor/inn/en | Lovejoy, Valerie; Thomas, Damon; Mow, Laura; Edgar, Christine; Alford, Sophie; Prain, Vaughan |
|---|---|
| Titel | Writing Futures in English |
| Quelle | In: English in Australia, 55 (2020) 2, S.5-14 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0155-2147 |
| Schlagwörter | Foreign Countries; Writing Achievement; Writing Instruction; English Instruction; Writing Tests; Low Income Students; Secondary School Students; Grade 8; Instructional Effectiveness; Secondary School Teachers; Teacher Attitudes; Student Attitudes; Resilience (Psychology); Writing Teachers; National Competency Tests; Australia; National Assessment Program Literacy and Numeracy |
| Abstract | Despite an intense focus on improving Australian students' writing performance in recent years, and comprehensive instructional advice to English teachers, researchers have noted a lack of gains in standardised writing tests and negative effects on student engagement and learning. In this paper we claim that these outcomes are partly attributable to current orthodoxies around how writing is conceptualised, taught and tested. In reviewing relevant literature and drawing on a case study with low SES students, we propose the need for more diversity in the 'what', 'how' and 'why' of students' writing experiences. In putting this case, we are not arguing that the current intense focus on technical and rhetorical competence (the 'how' of writing) should be abandoned, but rather that students can benefit from more focus on and say in the 'what' and 'why' of this activity. (As Provided). |
| Anmerkungen | Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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