EAL 300: Approaches to Literacy: 2: Writing
Context: look at the Assig 2: Creating a Writing Task: what you learn
today will help you complete this
There is little evidence to suggest that learning to write is any more
natural than learning the use of a computer or learning to play hockey.
Writing is an artefact of complex, industrialised societies which has
been developed to serve the life style and knowledge development in
those societies (Rivalland, 1991, in Campbell & Green, p. 137).
Writing is one of the four categories of language: reading, writing, speaking and listening. Language is
functional: it allows us to think about, make sense of and represent our world. It also provides us with tools
for creating spoken and written texts.
Children learn to write through the functional language of the social and cultural contexts in which they
grow up, including the social and cultural practices of their families, communities and schools.
All of Section 2 in Winch et al. (2010) is relevant. As you find time, please read all of these chapters (chs. 13-22). Pay
particular attention to Ch 15: Writing Continuum, Ch 16-19 Grammar, Punctuation, Spelling, Handwriting, Ch 21
Multiliteracies. We’ll look at Ch 20 Assessment in our next ETP210 work
Approaches to Teaching Writing
Reading: Winch Ch 22: Teaching Writing in the Classroom p423-454. Focus questions for your reading
1. Approaches: what are the main practical features of each approach below and have you seen them
(or want to use them more) in your classroom?
 Sociolinguistic Approach
 Genre Approach
 Process Approach
 Knowledge about Language
2. The 3 Steps of the Writing Curriculum Cycle (similar to Shared, Guided, Independent Reading)
are:
3. Drafting and Editing: The Writing Conference: helping students re-draft and edit
What questions might you ask in a writing conference to help them develop their writing?
What to Edit:
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What are the five things that students should be encouraged to edit their own writing for?
How might you scaffold this in the classroom (through talk or writing, whole class, small group or
individually?)
4. Students with Difficulties
Also refer to the NSW Board of studies document handout and the Common Writing Task Rubric
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What are the main areas of difficulty (the biggest obstacles) for your students?
What strategies might you use for them? (this links to your assignment 2 task)
5. In the Classroom
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Which of the ideas in the blue section is most appealing, might you use most effectively in your class?
Supporting Children in all Stages of Writing
Where are your students at? (See Ch 15 Winch for more info here)
conventional writing
role play writing
experimental writing
proficient writing
early writing
For students to develop proficient writing skills, it is essential they:
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have adequate time for writing, thinking, talking and sharing
are not expected to satisfactorily complete their writing in their first attempt
are regularly assisted to improve their writing
establish a purpose for their writing
have a prospective audience for their writing
decide on a suitable format, style and genre
conference with their teachers and peers and
write in a rich language environment.
Teachers must model and scaffold the process of writing and allow students time to practise their developing
skills, constantly creating the links between the literacy strategies of reading, writing, speaking and
listening.
They need to help students use appropriate information such as:
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Successful authors usually write about
things which they know about or are
interested in
Writers sometimes outline for themselves
the things they do know about the topic
they intend to write about. This helps them
realise what they don t know and tells
them what they need to find out.
Writers may consult various sources to
gain information
Writers need to select characters
appropriate to the setting and the plot
Events need to be ordered in a logical
sequence
Writers add or delete information in order
to make their meaning clear.
Editing and publishing strategies
Paragraphing
Inserting new information
Crossing out
Cutting and pasting
Using arrows
Asterisks
Using the margin
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Layout
Publishing formats
Use of illustrations
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Knowledge of the writing process
Rehearsing
Recalling experience
Selecting information
Imagining an experience
Putting feelings into writing
Deciding upon the main idea or ideas
Spelling
Editing
Revising
Reorganising
Using effective opening sentences
Concluding a piece decisively and
satisfyingly
Consulting others
Being aware of audience.
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(Butler, A. & Turbill, J. Towards a Reading Writing Classroom, 1987, PETA )
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Which might you use in your Assignment 2 task?
Language Experience Writing: Balloon Day Experience
What is Language Experience?
Children learn most effectively when they have an opportunity to gain insights by firsthand experiences, in a natural learning environment they observe, imitate, experiment and
draw conclusions from ‘hands on’ experiences with involve the 5 senses.
Language generated orally from these experiences is recorded either by the children or
teacher. Since the writer communicates directly to the reader who has shared the same experience, the text
produced is highly predictable and readable by the children.
Advantages of Language Experience
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Draws on reader’s immediate experience and written in their own words
Enriches and extends children’s experiences
Develops vocabulary and motivates children to use language for a variety of purposes
High predictability helps less capable readers and ESL learners
Provides opportunities for modeling of reading and writing in front of children
Children learn about their world and language at the same time. Allows more natural integration of
listening, speaking, writing and reading
Caters for individual differences and ensures success at all levels
Draws multi-grade classes together in a common experience which can be extended through
individual, group or whole class activities.
Types of Language Experiences
Planned
usually linked to a theme or curriculum area or
community event
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Visits within community (clinic, store,
building site, art centre, pool)
Experiences with community members
(walks, food gathering, cooking)
Visits outside community (reptile centre,
town school, pool, Sydney)
Visitors to community (ARMTOUR ,
photographers, etc)
Special days, community or school
related (sports day, confirmation)
Special events, community or school
Spontaneous
Unplanned: may happen at home, on the way to school,
during the course of a class activity. Children naturally
want to share these. Exploit the situation by encouraging
them to share their reactions and understandings
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Erection of buildings
Road construction or maintenance
Weather: sudden storm or flooding or winds
Fire
Unexpected visitor
Arrival of something new in community
Objects brought to school (show and tell)
Playground incident
Weekend occurrence
Classroom event
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related (Finke weekend)
Making something following directions
(e.g. kite, model, balloon racing)
Watching videos or other things
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Production of art and craft items in school
Examples of Planning Language Experiences: see separate sheets
Creating a Multi-Modal Text Assignment: using your resources
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Assignment Sheet (other side of unit outline)
This worksheet and associated resources
Chapter 21 in Winch: esp p 400, 409, 416-417;
Review of Writing Sessions: PowerPoint
Scan Remote Schools Resources (Writing and Spelling)
What will you do next???
Homework:
a) Assignment 2: Brainstorm ideas and discuss them with your mentor about the multi-modal joint
construction of the classroom story. Start making notes about the key things that will be a part of
this learning activity. Use the lesson plan template or the Learning Management Questions to
guide you and so you don’t leave anything out.
b) Reflection on Writing: Write a reflection on today’s learning in the Reflection section of your
Googlesite. Head it ‘Teaching Writing’ and cover at least two areas of interesting things,
concerns you have (things you don’t yet understand, questions you want answered), inspiration,
plans, key learning points
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