english reading and writing strategies

English

Reading and Writing Strategies

‘I must write, I must write at all costs. For writing is more than living, it is being conscious of living’Anne Morrow Lindbergh, cited in McCormick Calkins, 1989: 3

Levels of the written code

Grapho-phonemicMorphologicalLexicalSyntacticSubtextual – blocks paragraphs, scenesTextual – whole textsContextual

R Andrews, Tecahing and Learning English, London: Continuum, p61

What has worked for you in motivating to write?

Getting the buggers to write

Give them a reasonCreate the right atmosphereEnsure correct behaviourMake writing funUse ‘warm ups’Keep it topicalGroup tasks in writingChallenge themRemove the stressRemove the blocksOffer a rewardShow writing is relevantShow writing is importantShow your writingBe an inspiration

Remove the stressRemove the blocks

1

The girl is sadShe has no friends

Demotivated – writing not goodScared – criticismBored – writing does nothingRebellion – won’t do what teacher wants

Give them a reason to writeShow writing is relevantShow writing is important

2

We read to know we’re not alone

Why do we write?

To be surprised.

The writer sits down intending to say one thing and hears the writer saying something more, or less, or completely different. The writing surprises, instructs, receives, questions, tells its own story, and the writer becomes the reader wondering what will happen next

‘We write because we want to understand our lives’McCormick Calkins, 1989: 3

To understand

There is no plot line in the bewildering complexity of our lives but that which we make and find for ourselves...Writing allows us to turn the chaos into something beautiful, to frame selected moments of our lives, to uncover and to celebrate the organizing patterns of our existence’

McCormick Calkins, 1989: 106

‘Writing is but a line which creeps across the page, exposing as it goes all the writer does not know...writing puts us on the line and we don’t want to be there’

Shaughnessy, 1977: 7 cited in McCormick Calkins, 1989: 106

Creation

Expression

Sometimes when I’ve had a really tough day and nothing seems to be going right, I think, ‘nothing is mine.’ Well, my writing is. I can write is any way I want to. You know how your mother can tell you, ‘Go up to your bed right now.’ Nobody can tell you how to write your piece. You’re the mother of your story

Cited in McCormick Calkins, 1989: 6

Teaching writing begins with recognition that each individual comes to the writing workshop with concerns, ideas, memories, and feelings. Our job as teachers is to listen and to help them listen. “What are the things you know and care about?” I ask writersMcCormick Calkins, 1989: 5

Express passions

It is not my piece of writing. It belongs to someone elseMcCormick Calkins, 1989: 120

The joy of blogging

www.wordpress.com

Create the right atmosphereEnsure correct behaviour

3

4

Group tasks in writing

Peer conferences

Writer reads aloudListeners respond perhaps with questionsThe group asks and helps with what happens next

McCormick Calkins, 1989: 129-132

ENCOURAGE MULTILITERACY

Multiliteracy Pedagogy

1. Pupil is intelligent, imaginative, linguistically talented2. Acknowledges (celebrates) linguistic capital3. Identity texts – sharing of the literacies that form their identity

Directed Activities Related to TextsPredictionCloze using contextual cluesHighlightingCard sortingStatement gamesDiagrammingRe-creation (media, genre etc)

Assessing Writing

2007 - APP

‘A clear-cut linear model of progression in English’ (Dymoke, 2009: 15)

Dymoke S (2009) Teaching English Texts 11-18, London: Continuum

Writing frames

Sentence stems, sentence shells with blank phrases, paragraph openings, paragraph endings, word banks

‘straightjackets which reduce the level of challenge offered by a text and opportunities for high-level individual responses to it’ (Dymoke, 2009: 17)

‘Andrews (2004) found no high-quality evidence to support the view that teaching the principles of sentence grammar has any significant influence on the quality or accuracy of writing’ (Dymoke, 2009: 16 )

Test yourself

http://nationalstrategies.standards.dcsf.gov.uk/node/305525

The tool

http://webarchive.nationalarchives.gov.uk/20110809091832/http:/teachingandlearningresources.org.uk/secondary/english/app-english

Assessing pupils’ progress in English

Writing

32

33

Grade F

1. APP

WAF1 write imaginative, interesting and thoughtful texts

34

1. APP

WAF1 - Level 2 – b1In some forms of writing

mostly relevant ideas and content, sometimes repetitive or sparse

35

1. APP


some apt word choices create interest

36

1. APP


brief comments, questions about events or actions suggest viewpoint

37

1. APP

WAF1 - Level 3 – b1In most writing

some appropriate ideas and content includedsome attempt to elaborate on basic information or events,

e.g. nouns expanded by simple adjectives

38

Example on left also an example of WAF1 - L3 – b2

Example with adjectives:

“The bull was very hungry and its pen was too small”.

1. APP


attempt to adopt viewpoint, though often not maintained or inconsistent,

e.g. attitude expressed, but with little elaboration

39

1. APP

WAF1 - Level 4 – b1Across a range of writing

relevant ideas and content chosen

40

1. APP


some ideas and material developed in detail,

e.g. descriptions elaborated by adverbial and expanded noun phrases

41

1. APP


straightforward viewpoint generally established and maintained,

e.g. writing in role or maintaining a consistent stance

42

1. APP


relevant ideas and material developed with some imaginative detail

43

1. APP


development of ideas and material appropriately shaped for selected form,

e.g. nominalization for succinctness

‘ decided’ not ‘made a decision’

‘reported’ not ‘gave a report’

44

“Development of points juxtaposed for effect”

“Appropriate ideas developed to maintain reader’s interest – adverbials used to add detail”

1. APP

WAF1 - Level 5 – b3Across a range of

writing

clear viewpoint established, generally consistent, with some elaboration,

e.g. some, uneven, development of individual voice or characterisation in role

45

“Clear viewpoint established”

1. APP

WAF1/2 - Level 6Across a range of writing

b1 imaginative treatment of appropriate materials, familiarity with conventions of a variety of forms, adapting them when needed to suit purpose and audience, not always successfully,

e.g. deliberate use of inappropriate register for humour, clear emphasis on narration rather than plot

b2 convincing, individual voice or point of view established and mostly sustained throughout,

e.g. authoritative expert view, convincing characterisation, adopting a role

46

“Confident command of appropriate

material relating to task with consistent

point of view maintained “

1. APP

WAF1/2 - Level 6 – b3Across a range of writing

level of formality used for purpose and audience generally appropriate and a range of stylistic devices used to achieve effect, not always successfully,

e.g. controlled informality, generalisations or shifts between conversational style and more literary language

47

“Consistent control of appropriate level of formality/

informality, including direct speech”

“Consistent control of level of formality”

“Level of formality appropriate to purpose” (Information Leaflet)

1. APP


imaginative and generally successful adaptation of wide range of forms and conventions to suit variety of purposes and audiences,

e.g. deliberate reference to other texts or textual conventions for effect or emphasis

48

“Throughout paragraphs 4, 5, 6 and 7, a range of conventions

appropriate to purpose and form such as eyewitness comment and

‘expert’ opinion, are well controlled”

1. APP


well judged, distinctive individual voice or point of view established and sustained throughout,

e.g. consistent handling of narrator’s persona in fiction; well controlled use of original turns of phrase in formal discursive writing

49

“There is a repetition error in the link between paragraphs 7 and 8,

but the last two paragraphs maintain the clearly established

viewpoint”

From Paragraph 3

1. APP


generally successful and consistent control of appropriate level of formality and varied range of stylistic devices to achieve intended effect,

e.g. varying the level of formality within a piece for effect; direct address to the reader or taking the reader into their confidence

50

“The introductory/subheading/first paragraph immediately establishes a sense of purpose

and audience at an appropriate level of formality for a newspaper report”

1. APP

WAF3– organise and present whole texts effectively, sequencing and structuring information, ideas and events

51

1. APP


some basic sequencing of ideas or material,

e.g. time-related words or phrases, line breaks, headings, numbers

52

1. APP


openings and/or closings sometimes signalled

53

1. APP


some attempt to organise ideas with related points placed next to each other

54

1. APP


openings and closings usually signalled

55

1. APP


some attempt to sequence ideas or material logically

56

1. APP

WAF3 - Level 4 – b1Across a range of

writing

ideas organised by clustering related points or by time sequence

57

1. APP


ideas are organised simply with a fitting opening and closing, sometimes linked

58

“Ending signalled, but only implicit link to opening ”

1. APP


ideas or material generally in logical sequence but overall direction of writing not always clearly signalled

• Opposite point of view follows as if it is a development of the same view

• Abrupt conclusion

59

1. APP


material is structured clearly, with sentences organised into appropriate paragraphs

60

“Material organised into paragraphs and direction of text supported by links between paragraphs “

“Structured clearly with sentences organised into appropriate paragraphs”

1. APP


development of material is effectively managed across text,

e.g. closings refer back to openings

61

“Ending links back to opening…to support overall coherence”

“Clear opening establishing context and theme”

Both examples from different pieces of work.

1. APP


overall direction of the text supported by clear links between paragraphs

62

“Link supports overall direction of the text”

“Overall direction of text supported by clear links between paragraphs – discourse markers/ connectives”

1. APP


material is clearly controlled and sequenced, taking account of the reader’s likely reaction,

e.g. paragraphs of differing lengths, use of flashback in narrative, anticipating reader’s questions

63

1. APP


a range of features clearly signal overall direction of the text for the reader,

e.g. opening paragraphs that introduce themes clearly, paragraph markers, links between paragraphs

64

Clear use of topic sentences to open paragraphs:

1. APP


sp. - skilfully

information, ideas and events skillfully managed and shaped to achieve intended purpose and effect,

e.g. introduction and development of character, plot, event, or the terms of an argument, are paced across the text

65

“Paragraph 9 is deliberately short for emphasis (AF4 L7

b2) and to set up the disclosures in paragraph 10

that bring an end to this section - a flow of

information that rapidly increases to reveal those

aspects of plot and character that have been

managed thus far through hints and allusions (AF3 L7

b1).”

1. APP


a variety of devices position the reader,

e.g. skilful control of information flow to reader; teasing the reader by drawing attention to how the narrative or argument is being handled

66

“In the first paragraph, the opening dramatic short sentence engages the reader’s attention and is followed by a variety of short sentences that control information flow and help to position the reader “

1. APP

WAF3 - Level 7 – b2

67

“Paragraphs 2, 3 and 4 maintain a well-judged and distinctive narrative voice (AF1/2 L7 b2), continuing to convey information succinctly while managing its flow to the reader”

1. APP


68

“The final section deploys paragraphs of varied length and complexity to match narrative pace (AF4 L7 b1), gradually bringing the reader to a full understanding of the situation”

1. APP

WAF4– construct paragraphs and use cohesion within and between

paragraphs

69

1. APP

WAF4 - Level 2In some forms of

writing

ideas in sections grouped by content, some linking by simple pronouns

70

1. APP


some internal structure within sections of text e.g. one-sentence paragraphs or ideas loosely organised

71

“Paragraphs are made up of a number of sentences, linked through the repetition of nouns and particularly the pronoun 'they’”

1. APP


within paragraphs / sections, some links between sentences,

e.g. use of pronouns or of adverbials

72

Danny speaks fluently. This means we can understand him.

Lorna ate a large breakfast yesterday morning. She knew we needed the eggs.

1. APP


movement between paragraphs / sections sometimes abrupt or disjointed

Shouldn’t we be told a bit more about what happened ?

73

1. APP


paragraphs / sections help to organise content,

e.g. main idea usually supported or elaborated by following sentences

74

1. APP


within paragraphs / sections, limited range of connections between sentences,

e.g. overuse of ‘also’ or pronouns

75

“Limited range of connections between sentences”

1. APP


some attempts to establish simple links between paragraphs / sections not always maintained,

e.g. firstly, next

76

1. APP


paragraphs clearly structure main ideas across text to support purpose,

e.g. clear chronological or logical links between paragraphs

Paragraphing includes dialogue

77

1. APP


within paragraphs / sections, a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text

78

“Pronouns used to support cohesion”

“‘Or’ and ‘and’ used as sentence openers to

support cohesion”

“Repetition supports cohesion within the

paragraph”

1. APP


links between paragraphs / sections generally maintained across whole text

“Repetition of ‘Hi’ provides section link”

79

1. APP


Across a range of writing

construction of paragraphs clearly supports meaning and purpose,

e.g. paragraph topic signalled and then developed, withholding of information for effect, thematic links between paragraphs

80

1. APP


within paragraphs, cohesive devices contribute to emphasis and effect,

e.g. adverbials as sentence starters

“Cohesive devices contribute to emphasis and effect”

81

1. APP


paragraphing across the text is integral to meaning and purpose,

e.g. paragraph length and complexity varied to match narrative pace or development of argument; varied devices to link or juxtapose paragraphs; paragraph structure repeated for effect

82

“Paragraphs 3, 4 and 5 have a similar structure – ‘relationship with Michael’ / ‘relationship with Mina’ / ‘connection with Michael’s sister’– that is integral to meaning and purpose”

1. APP


individual paragraphs shaped or crafted for imaginative or rhetorical effect,

e.g. last sentence echoing the first; lengthy single sentence paragraph to convey inner monologue

83

“The length of paragraphs 4, 5 and 6 show how the use of paragraphing is integral to meaning and purpose (AF4 L7 b1) with the endings to paragraphs 5 and 6 deliberately shaped for different effects”

1. APP

WAF5– vary sentences for clarity, purpose and effect

84

1. APP

WAF5 - Level 2 - b1In some forms of writing

some variation in sentence openings,

e.g. not always starting with name or pronoun

85

1. APP

WAF5 - Level 2 - b2In some forms of writing

• mainly simple sentences with and used to connect clauses

86

1. APP


past and present tense generally consistent

87

1. APP


reliance mainly on simply structured sentences, variation with support, e.g. some complex sentences

88

1. APP


and, but, so are the most common connectives, subordination occasionally

• suborninate clause starts the sentence

89

1. APP


some limited variation in use of tense and verb forms, not always secure

90

1. APP


some variety in length, structure or subject of sentence

91

1. APP


use of a variety of connectives (conjunctions)e.g. if, when, because throughout the text

92

1. APP


some variation, generally accurate, in tense and verb forms

93

1. APP


a variety of sentence lengths, structures and subjects provides clarity and emphasis

94

“Use of passive form lends objectivity”

“Variety of length, structure and subject in sentences provides clarity and emphasis”

1. APP


wider range of connectives used to clarify relationship between ideas, e.g. although, on the other hand, meanwhile

95

“Attempt at ambitious sentence structure ”

1. APP


some features of sentence structure used to build up detail or convey shades of meaning, e.g. variation in word order, expansions in verb phrases

96

Fronted Noun Phrase

Short sentence for impact

Controlled use of modal verbs (necessity, probability etc)

1. APP


controlled use of a variety of simple and complex sentences to achieve purpose and contribute to overall effect

97

“Controlled use of sentence structures for clarity and emphasis (AF5 L6 b2), with some variety of form/length/Subordination (AF5 L6 b1) ”

1. APP


confident use of a range of sentence features to clarify or emphasise meaning, e.g. fronted adverbials (‘Reluctantly, he…, Five days later, it…’),

complex noun phrases (could be replaced with a pronoun) Eg. Do you like the cars over there? (them?)

or prepositional phrasesEg. Look at the boat with the blue sail (preposition ‘with’)

98

1. APP


variety of sentence types deployed judiciously across the text to achieve purpose and overall effect, with rare loss of control

99

“Key information is conveyed succinctly through the use of sentence forms deploying embedded phrases and clauses effectively for purpose and impact (AF5 L7 b1)”

1. APP


a range of features employed to shape/craft sentences that have individual merit and contribute to overall development of the text, e.g. embedded phrases and clauses that support succinct explanation; secure control of complex verb forms; antithesis, repetition or balance in sentence structure

100

“Variety of sentence forms crafted to support the overall

development of the narrative (AF5/6 L7 b2), despite some

rare blemishes in the control of syntax”

1. APP


101

“Sentence of some individual merit, using range of clauses and repetition, with significant implications in terms of development of the text/ending”

“A range of features – embedded

phrases/clauses, antithesis, repetition,

punctuation – used to craft sentences of individual

merit that contribute to the development of the

text”

1. APP

WAF6– write with technical accuracy of syntax and punctuation in phrases, clauses and

sentences

102

1. APP


clause structure mostly grammatically correct

punctuation missing

103

1. APP


sentence demarcation with capital letters and full stops usually accurate

104

1. APP


some accurate use of question and exclamation marks, and commas in lists

105

1. APP


straightforward sentences usually demarcated accurately with full stops, capital letters, question and exclamation marks

106

1. APP


In most writing

some, limited, use of speech punctuation

107

1. APP


comma splicing evident, particularly in narrative

• COMMA SPLICING: two independent clauses joined by a comma without a coordinating conjunction:

It is nearly half past five, we cannot reach town before dark.”

108

1. APP


sentences demarcated accurately throughout the text, including question marks

109

“Sentences usually accurately demarcated and some use of the comma (AF6 L4 b1/3)”

1. APP


speech marks to denote speech generally accurate, with some other speech punctuation

110

1. APP


commas used in lists and occasionally to mark clauses, although not always accurately

111

1. APP


full range of punctuation used accurately to demarcate sentences, including speech punctuation

112

1. APP


syntax and punctuation within the sentence generally accurate including commas to mark clauses, though some errors occur

where ambitious structures are attempted

113

Commas for lists

Commas for clauses

1. APP

WAF6 - Level 6Across a range of writing

syntax and full range of punctuation are consistently accurate in a variety of sentence structures, with occasional errors in ambitious structures,

e.g. only occasional comma splices, some use of semi-colons, not always accurate

Commas for subordination, and parenthesis.

114

1. APP


a range of features employed to shape/craft sentences that have individual merit and contribute to overall development of the text, e.g. embedded phrases and clauses that support succinct explanation; secure control of complex verb forms; antithesis, repetition or balance in sentence structure

115

“Variety of sentence forms crafted to support the overall

development of the narrative (AF5/6 L7 b2), despite some

rare blemishes in the control of syntax”

1. APP


116

“Sentence of some individual merit, using range of clauses and repetition, with significant implications in terms of development of the text/ending”

“A range of features – embedded

phrases/clauses, antithesis, repetition,

punctuation – used to craft sentences of individual

merit that contribute to the development of the

text”

1. APP

WAF7– select appropriate and effective vocabulary

117

1. APP


simple, often speech-like vocabulary conveys relevant meanings

118

“he was So a mazt he jumpt arownd” (He was so amazed he jumped around)

1. APP

WAF7 - Level 2 – b2In some forms of

writing

some adventurous word choices,

e.g. opportune use of new vocabulary

119

Squirty, crunch, squash, gooey, sticky

1. APP

WAF7 - Level 3In most writing

b1 simple, generally appropriate vocabulary used, limited in rangeb2 some words selected for effect or occasion

120

“The planning board demonstrates Julia's choice of words to create an impression of the scene, for example 'sparkling glamorous castle', 'crumbly', 'see through‘”

1. APP


some evidence of deliberate vocabulary choices

121

1. APP


some expansion of general vocabulary to match topic

122

1. APP

WAF7 - Level 5 – b1Across a range

of writing

vocabulary chosen for effect

123

1. APP


reasonably wide vocabulary used, though not always appropriately

Some repetition due to lack of alternatives rather than for effect:

124

1. APP


vocabulary chosen generally appropriate to purpose and audience

125

Subject-related vocabulary

1. APP


range of vocabulary generally varied and often ambitious, even though choices not always apt

126

1. APP


vocabulary consistently, often imaginatively, well matched to purpose and audience

127

1. APP


range of vocabulary generally varied and ambitious, often judiciously chosen

128

1. APP

WAF8– use correct spelling

129

1. APP

WAF8 - Level 2In some forms of writing

usually correct spelling of:

high frequency grammatical function wordsbe, by, can, do, for, from, have, if, in, of, on, that, the, to, with

• common single morphemeCannot be broken down any further: car, lady, stupid, where

content/lexical wordsContent words or information words: shop, tell, red, fast(Nouns, Verbs, Adjectives, Adverbs)

130

1. APP

WAF8 - Level 2In some forms of writing

likely errors:

inflected endings, e.g. past tense, plurals, adverbsdided (did/died), sheeps (sheep), fighnly (finally), siting (sitting)

phonetic attempts at vowel digraphsTwo vowels together: been (bean), burd (bird), culifl (colourful)

131

1. APP


correct spelling of:

some common grammatical function wordsboth, against, neither, although, until, before, while, because

common content/lexical words with more than one morpheme, including compound wordsCan be broken down further: cats, unbreakable, stupidity, happinessairport, walked, idiotic, quickly

132

1. APP


likely errors:

some inflected endings, e.g. past tense, comparatives, adverb

sayed (said), happyer (happier), quikly (quickly)

some phonetically plausible attempts at content/lexical words

agaynst (against), walkt (walked), afder (after)

133

1. APP



most common grammatical function words, including adverbs with -ly formation

regularly formed content/lexical words, including those with multiple morphemes

most past and present tense inflections, plurals

134

1. APP


likely errors:

homophones of some common grammatical function words

occasional phonetically plausible spelling in content/lexical words

135

1. APP



grammatical function words

almost all inflected words

most derivational suffixes and prefixesnoun-to-verb: -fy (glory → glorify) noun-to-adjective: -al (recreation → recreational)noun-to-adverb: -ly (friend → friendly)adjective-to-verb: -ise (modern → modernise)verb-to-adjective: -able (drink → drinkable)verb-to-noun (abstract): -ance (deliver → deliverance) verb-to-noun (concrete): -er (write-writer) Etc. most content/lexical words

136

1. APP


likely errors:

occasional phonetically plausible spelling of unstressed syllables in content words

gardians (guardians), phisical (physical)

double consonants in prefixes

imortal (immortal), iregular (irregular)

137

1. APP


generally correct spelling throughout, including some ambitious, uncommon words

words with complex sound/symbol relationships

words with unstressed syllables

multiletter vowel and consonant symbols

138

1. APP


likely errors:

occasionally in complex words such as outrageous, exaggerated, announcing, parallel

139

1. APP

WAF8 - Level 7-8Across a range of writing

Correct spelling throughout

140

1. APP

Handwriting and Presentation

141

1. APP

Handwriting and Presentation - Level 2 – b1

In some forms of writing:

letters generally correctly shaped but inconsistencies in orientation, size and use of upper/lower case letters

142

1. APP

Handwriting and Presentation - Level 2 – b2

In some forms of writing:

clear letter formation, with ascenders and descenders distinguished, generally upper and lower case letters not mixed within words

143

1. APP

Handwriting and Presentation - Level 3

In most writing:

legible style, shows accurate and consistent letter formation, sometimes joined

144

1. APP

Handwriting and Presentation - Levels 4-7

No further requirements beyond legible style, accurate and consistent letter formation and joined-up writing

145

1. APP

Teaching Reading

Learning to Read Stages

1. linguistic guessing on context

2. rote learning

3. discrimination - guessing based on knowledge of sounds

4. sequential decoding - grapheme-phoneme conversion rules

5. hierarchical decoding - logographic - other words which share parts of the word used as well as grapheme/phoneme

Marsh e t al 1977

The Pleasure of the Text

What are you reading now?What was the first book you remember reading?Your favourite book?Why?Which book will you read again?

What is a text?Texere – weave (L) maxim (ME) summary of discussion (17C) book (19C)

Narrative of change?

21C: visual, blog, poem, film, text, tattoo etc

kinetic, multimodal, manipulable, without closure

A day of texts

24 hours of reading – do one hour

Who makes itWhy you read itHow you read itHow long you read forCompare with friends, ages, genders, ethnicities

Labelling selfReading tartJunkieThrill seekerAvoider

The rights of the reader

Bottom up process – ‘inner voice’ phonetics

Top down

Stanovich – automated bottom up; top down

Three Approaches to Teaching Literature

Reader Response - aesthetic

Critical Literacy

Genre

1. Reader Response - aesthetic

1960s

1980s-90s

Positioning of reader and text

Reader-response dynamic

Problem: unstructured, open-ended, text devoid of meaning

A text is a ‘blueprint’ only (p88)

‘In aesthetic reading the reader’s attention is centred directly on what he is living through during his relationship with that particular text’ (p25)

Rosenblatt I (1978) The Reader, The Text, The Poem, Illinois: IUP

A text is a test of what you bring to the advert – Oliviero Toscani

Roland Barthes/Umberto Eco –’the death of the author’

2. Critical Literacy

Dale SpenderNorman Fairclough

3. Genre Theory

‘All fiction (and all non-fiction) is generic’ Cranny Francis, p. 93

‘an understanding by teachers and by children that all our speaking or writing is guided, to a greater or lesser extent, by conventions of generic form, even where that takes the form of an attempt to break generic convention’

Kress, p.28

This is just to say I have eaten the plums that were in the icebox and which you were probably saving for breakfast. Forgive me, they were delicious, so sweet and so cold.

This is Just to Say I have eaten the plums that were in the icebox and which you were probably saving for breakfast. Forgive methey were delicious so sweet and so cold.

Types of genre

advertising

newspapers

thrillers

horror

romance

leaflets

postcardsletters

website

minutes

email

song

diary

Generic conventions list of one genre

Friday July 20th

LLQT2506 and 2508

Quantification, Teaching and Learning Styles

John [email protected]

Kolb’s Experiential Learning Cycle

Concrete experience‘doing’

Reflective observation ‘reflecting’

AbstractConceptualisation

‘theorising’

Active experimentationAction planning

Honey and Mumford (1982)

• Activist• Reflector• Theorist• Pragmatist

• Bloom (1956) taxonomy of learning

– Knowledge (lowest)– Comprehension– Application– Analysis– Synthesis– Evaluation (highest)

Gardner Intelligences•Verbal•Mathematical/logical•Musical•Spatial•Kinaesthetic•Interpersonal •Intrapersonal

play

formal instruction

work between a learner and a more experienced learner.

Vygotsky

scaffold

Learning Strategy

Already knowGet attentionRelevantModelTeamsGoalsVisualsThink and talk aloudMnemonicsNote takingClosure strategies – tell your partner what you know

Adapted from Fulk 2000 cited in Sousa, 2001: 34

Vary ways of teaching

WHICH 3 DO YOU DO MOST OFTEN IN CLASS?MORI POLL 2002 2000COPY FROM A BOOK 67 56LISTEN TO THE TEACHER FOR A LONG TIME 37 37CLASS DISCUSSION 31 31

Cited in Grey, 2006: 215


Existing concepts, knowledge and experience

New learning

Geoff Petty


http://www.geoffpetty.com/activelearning.html

5 %

10 %

20 %

30 %

50 %

75 %

90 %

Listening

Reading

Audio -Visual

Demonstration

Discussion groups

Practice by doing

Teach others/immediate use of learning

Students Receiveinformation

Students Apply theirLearning

Students are Increasinglyactive, and challenged.

Experience is increasingly

practical and multi-sensory

Student’s recall rate

25 ways of teaching without telling


test

role play

class practical

note taking

demonstration

explanation

discussion

question and answer

watching a video

summarising

investigationPetty, 2004: p.22


What do you do?

Action planning for the future.

explanation

doing-detail

use - practise

check and corrected by peers, by teacher

aide-memoir

review

evaluation tested under realistic conditions

queries

Exercise:

Learn to use apostrophe of possession

Learn the ‘magic e’ rule

Learn how to label what an adjective is

And/or

Complain about a pack of broken biscuits

Complete a successful job interview


How to Learn Process

explanation

doing-detail

use - practise

check and corrected by peers, by teacher

aide-memoir

review

evaluation tested under realistic conditions

queriesPetty, 2004: p.23


What do you do?

Action planning for the future.

english reading and writing strategies

Documents

relevantshow writing

piece of writing

rewardshow writing

writing workshop

writeshow writing

teaching writing

writing strategiesi

writing surprises