Thursday September 29 th John Keenan john keenannewman

Thursday September 29 th John Keenan john. keenan@newman. ac. uk

Kolb’s Experiential Learning Cycle Concrete experience ‘doing’ Reflective observation ‘reflecting’ Active experimentation Action planning Abstract Conceptualisation ‘theorising’

Honey and Mumford (1982) • • Activist Reflector Theorist Pragmatist

• Bloom (1956) taxonomy of learning – – – Knowledge Comprehension Application Analysis Synthesis Evaluation (lowest) (highest)

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

Motivation – Writing or Getting the Buggers to Write

Levels of the written code Grapho-phonemic Morphological Lexical Syntactic Subtextual – blocks paragraphs, scenes Textual – whole texts Contextual R Andrews, Tecahing and Learning English, London: Continuum, p 61

‘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 Mc. Cormick Calkins, 1989: 3

What has worked for you in motivating to write?

1 Remove the stress Remove the blocks

The girl is sad She has no friends

Demotivated – writing not good Scared – criticism Bored – writing does nothing Rebellion – won’t do what teacher wants

2 Give them a reason to write Show writing is relevant Show writing is important

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

To understand ‘We write because we want to understand our lives’ Mc. Cormick Calkins, 1989: 3

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’ Mc. Cormick Calkins, 1989: 106

Creation ‘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 Mc. Cormick Calkins, 1989: 106

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 Mc. Cormick Calkins, 1989: 6

Express passions 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 things you know and care about? ” I ask writers Mc. Cormick Calkins, 1989: 5

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

3 Create the right atmosphere Ensure correct behaviour

4 Group tasks in writing

Peer conferences Writer reads aloud Listeners respond perhaps with questions The group asks and helps with what happens next Mc. Cormick Calkins, 1989: 129 -132

ENCOURAGE MULTILITERACY

Multiliteracy Pedagogy 1. Pupil is intelligent, imaginative, linguistically talented 2. Acknowledges (celebrates) linguistic capital 3. Identity texts – sharing of the literacies that form their identity

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 )

Assessing pupils’ progress in English Writing 32

1. APP Grade F 33

1. APP WAF 1 - Level 2 – b 1 In some forms of writing § mostly relevant ideas and content, sometimes repetitive or sparse 34

1. APP WAF 1 - Level 2 – b 2 In some forms of writing § some apt word choices create interest 35

1. APP WAF 1 Level 2 – b 3 In some forms of writing § brief comments, questions about events or actions suggest viewpoint 36

1. APP WAF 1 - Level 3 – b 1 In most writing § some appropriate ideas and content included some attempt to elaborate on basic information or events, e. g. nouns expanded by simple adjectives Example on left also an example of WAF 1 - L 3 – b 2 Example with adjectives: “The bull was very hungry and its pen was too small”. 37

1. APP WAF 1 - Level 3 – b 2 In most writing § attempt to adopt viewpoint, though often not maintained or inconsistent, e. g. attitude expressed, but with little elaboration 38

1. APP WAF 1 - Level 4 – b 1 Across a range of writing § relevant ideas and content chosen 39

1. APP WAF 1 - Level 4 – b 2 Across a range of writing § some ideas and material developed in detail, e. g. descriptions elaborated by adverbial and expanded noun phrases 40

1. APP WAF 1 - Level 4 – b 3 Across a range of writing §straightforward viewpoint generally established and maintained, e. g. writing in role or maintaining a consistent stance 41

1. APP WAF 1 - Level 5 – b 1 Across a range of writing §relevant ideas and material developed with some imaginative detail 42

1. APP WAF 1 - Level 5 – b 2 Across a range of writing §development of ideas and material appropriately shaped for selected form, e. g. nominalization for succinctness “Development of points juxtaposed for effect” ‘ decided’ not ‘made a decision’ ‘reported’ not ‘gave a report’ “Appropriate ideas developed to maintain reader’s interest – adverbials used to add detail” 43

1. APP WAF 1 - Level 5 – b 3 Across a range of writing §clear viewpoint established, generally consistent, with some elaboration, e. g. some, uneven, development of individual voice or characterisation in role “Clear viewpoint established” 44

1. APP WAF 1/2 - Level 6 Across a range of writing b 1 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 b 2 convincing, individual voice or point of view established and mostly sustained throughout, e. g. authoritative expert view, convincing characterisation, adopting a role “Confident command of appropriate material relating to task with consistent point of view maintained “ 45

1. APP WAF 1/2 - Level 6 – b 3 Across 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 “Consistent control of level of formality” “Level of formality appropriate to purpose” (Information Leaflet) “Consistent control of appropriate level of formality/ informality, including direct speech” 46

1. APP WAF 1/2 - Level 7 – b 1 Across a range of writing § 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 “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” 47

1. APP WAF 1/2 - Level 7 – b 2 Across a range of writing § 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 From Paragraph 3 “There is a repetition error in the link between paragraphs 7 and 8, but the last two paragraphs maintain the clearly established viewpoint” 48

1. APP WAF 1/2 - Level 7 – b 3 Across a range of writing § 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 “The introductory/subheading/first paragraph immediately establishes a sense of purpose and audience at an appropriate level of formality for a newspaper report” 49

1. APP WAF 3 – organise and present whole texts effectively, sequencing and structuring information, ideas and events 50

1. APP WAF 3 - Level 2 – b 1 In some forms of writing §some basic sequencing of ideas or material, e. g. time-related words or phrases, line breaks, headings, numbers 51

1. APP WAF 3 - Level 2 – b 2 In some forms of writing §openings and/or closings sometimes signalled 52

1. APP WAF 3 - Level 3 – b 1 In most writing §some attempt to organise ideas with related points placed next to each other 53

1. APP WAF 3 - Level 3 – b 2 In most writing §openings and closings usually signalled 54

1. APP WAF 3 - Level 3 – b 3 In most writing §some attempt to sequence ideas or material logically 55

1. APP WAF 3 - Level 4 – b 1 Across a range of writing §ideas organised by clustering related points or by time sequence 56

1. APP WAF 3 - Level 4 – b 2 Across a range of writing § ideas are organised simply with a fitting opening and closing, sometimes linked “Ending signalled, but only implicit link to opening ” 57

1. APP WAF 3 - Level 4 – b 3 Across a range of writing § 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 58

1. APP WAF 3 - Level 5 – b 1 Across a range of writing §material is structured clearly, with sentences organised into appropriate paragraphs “Structured clearly with sentences organised into appropriate paragraphs” “Material organised into paragraphs and direction of text supported by links between paragraphs “ 59

1. APP WAF 3 - Level 5 – b 2 Across a range of writing §development of material is effectively managed across text, e. g. closings refer back to openings Both examples from different pieces of work. “Clear opening establishing context and theme” “Ending links back to opening…to 60 support overall

1. APP WAF 3 - Level 5 – b 3 Across a range of writing §overall direction of the text supported by clear links between paragraphs “Link supports overall direction of the text” “Overall direction of text supported by clear links between paragraphs – discourse markers/ connectives” 61

1. APP WAF 3 - Level 6 – b 1 Across a range of writing §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 62

1. APP WAF 3 - Level 6 – b 2 Across a range of writing §a range of features clearly signal overall direction of the text for the reader, Clear use of topic sentences to open paragraphs: e. g. opening paragraphs that introduce themes clearly, paragraph markers, links between paragraphs 63

1. APP WAF 3 - Level 7 – b 1 Across a range of writing 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 “Paragraph 9 is deliberately short for emphasis (AF 4 L 7 b 2) 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 (AF 3 L 7 b 1). ” 64

1. APP WAF 3 - Level 7 – b 2 Across a range of writing §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 “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 “ 65

1. APP WAF 3 - Level 7 – b 2 “Paragraphs 2, 3 and 4 maintain a well-judged and distinctive narrative voice (AF 1/2 L 7 b 2), continuing to convey information 66 succinctly while managing its flow to the reader”

1. APP WAF 3 - Level 7 – b 2 “The final section deploys paragraphs of varied length and complexity to match narrative pace (AF 4 L 7 b 1), gradually bringing the reader to a full understanding of the situation” 67

1. APP WAF 4 – construct paragraphs and use cohesion within and between paragraphs 68

1. APP WAF 4 - Level 2 In some forms of writing § ideas in sections grouped by content, some linking by simple pronouns 69

1. APP WAF 4 - Level 3 – b 1 In most writing § some internal structure within sections of text e. g. one-sentence paragraphs or ideas loosely organised “Paragraphs are made up of a number of sentences, linked through the repetition of nouns and particularly the pronoun 'they’” 70

1. APP WAF 4 - Level 3 – b 2 In most writing § within paragraphs / sections, some links between sentences, e. g. use of pronouns or of adverbials Danny speaks fluently. This means we can understand him. Lorna ate a large breakfast yesterday morning. She knew we needed the eggs. 71

1. APP WAF 4 - Level 3 – b 3 In most writing § movement between paragraphs / sections sometimes abrupt or disjointed Shouldn’t we be told a bit more about what happened ? § 72

1. APP WAF 4 - Level 4 – b 1 Across a range of writing § paragraphs / sections help to organise content, e. g. main idea usually supported or elaborated by following sentences 73

1. APP WAF 4 - Level 4 – b 2 Across a range of writing § within paragraphs / sections, limited range of connections between sentences, e. g. overuse of ‘also’ or pronouns “Limited range of connections between sentences” 74

1. APP WAF 4 - Level 4 – b 3 Across a range of writing § some attempts to establish simple links between paragraphs / sections not always maintained, e. g. firstly, next 75

1. APP WAF 4 - Level 5 – b 1 Across a range of writing § paragraphs clearly structure main ideas across text to support purpose, e. g. clear chronological or logical links between paragraphs Paragraphing includes dialogue 76

1. APP WAF 4 - Level 5 – b 2 Across a range of writing § within paragraphs / sections, a range of devices support cohesion, e. g. secure use of pronouns, connectives, references back to text “Pronouns used to support cohesion” “‘Or’ and ‘and’ used as sentence openers to support cohesion” “Repetition supports cohesion within 77

1. APP WAF 4 - Level 5 – b 3 Across a range of writing § links between paragraphs / sections generally maintained across whole text “Repetition of ‘Hi’ provides section link” 78

1. APP WAF 4 - Level 6 – b 1 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 79

1. APP WAF 4 - Level 6 – b 2 Across a range of writing § within paragraphs, cohesive devices contribute to emphasis and effect, e. g. adverbials as sentence starters “Cohesive devices contribute to emphasis and effect” 80

1. APP WAF 4 - Level 7 – b 1 Across a range of writing § 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 “Paragraphs 3, 4 and 5 have a similar structure – ‘relationship with Michael’ / ‘relationship with Mina’ / ‘connection with Michael’s sister’ 81 – that is integral to meaning and purpose”

1. APP WAF 4 - Level 7 – b 2 Across a range of writing § 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 “The length of paragraphs 4, 5 and 6 show the use of paragraphing is integral to meaning and purpose (AF 4 L 7 b 1) with the endings to paragraphs 5 and 6 deliberately shaped for different effects” 82

1. APP WAF 5 – vary sentences for clarity, purpose and effect 83

1. APP WAF 5 - Level 2 - b 1 In some forms of writing §some variation in sentence openings, e. g. not always starting with name or pronoun 84

1. APP WAF 5 - Level 2 - b 2 In some forms of writing • mainly simple sentences with and used to connect clauses 85

1. APP WAF 5 - Level 2 – b 3 In some forms of writing §past and present tense generally consistent 86

1. APP WAF 5 - Level 3 – b 1 In most writing §reliance mainly on simply structured sentences, variation with support, e. g. some complex sentences 87

1. APP WAF 5 - Level 3 – b 2 In most writing §and, but, so are the most common connectives, subordination occasionally • suborninate clause starts the sentence 88

1. APP WAF 5 - Level 3 – b 3 In most writing §some limited variation in use of tense and verb forms, not always secure 89

1. APP WAF 5 - Level 4 – b 1 § some variety in length, structure or subject of sentence Across a range of writing 90

1. APP WAF 5 - Level 4 – b 2 Across a range of writing use of a variety of connectives (conjunctions) e. g. if, when, because throughout the text 91

1. APP WAF 5 - Level 4 – b 3 Across a range of writing §some variation, generally accurate, in tense and verb forms 92

1. APP WAF 5 - Level 5 – b 1 Across a range of writing §a variety of sentence lengths, structures and subjects provides clarity and emphasis “Variety of length, structure and subject in sentences provides clarity and emphasis” “Use of passive form lends 93

1. APP WAF 5 - Level 5 – b 2 Across a range of writing §wider range of connectives used to clarify relationship between ideas, e. g. although, on the other hand, meanwhile “Attempt at ambitious sentence structure ” 94

1. APP WAF 5 - Level 5 – b 3 Across a range of writing § 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 Fronted Noun Phrase Short sentence for impact Controlled use of modal verbs (necessity, probability etc) 95

1. APP WAF 5 - Level 6 – b 1 Across a range of writing §controlled use of a variety of simple and complex sentences to achieve purpose and contribute to overall effect “Controlled use of sentence structures for clarity and emphasis (AF 5 L 6 b 2), with some variety of form/length/ Subordination (AF 5 L 6 b 1) ” 96

1. APP WAF 5 - Level 6 – b 2 Across a range of writing §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 phrases Eg. Look at the boat with the blue sail (preposition ‘with’) 97

1. APP WAF 5 - Level 7 – b 1 Across a range of writing §variety of sentence types deployed judiciously across the text to achieve purpose and overall effect, with rare loss of control “Key information is conveyed succinctly through the use of sentence forms deploying embedded phrases and clauses effectively for purpose and 98

1. APP WAF 5 - Level 7 – b 2 Across a range of writing §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 “Variety of sentence forms crafted to support the overall development of the narrative (AF 5/6 L 7 b 2), despite some rare blemishes in the control of syntax” 99

1. APP WAF 5 - Level 7 – b 2 “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” 100

1. APP WAF 6 – write with technical accuracy of syntax and punctuation in phrases, clauses and sentences 101

1. APP WAF 6 - Level 2 – b 1 In some forms of writing §clause structure mostly grammatically correct punctuation missing 102

1. APP WAF 6 - Level 2 – b 2 In some forms of writing §sentence demarcation with capital letters and full stops usually accurate 103

1. APP WAF 6 - Level 2 – b 3 In some forms of writing §some accurate use of question and exclamation marks, and commas in lists 104

1. APP WAF 6 - Level 3 – b 1 In most writing §straightforward sentences usually demarcated accurately with full stops, capital letters, question and exclamation marks 105

1. APP WAF 6 - Level 3 – b 2 In most writing §some, limited, use of speech punctuation 106

1. APP WAF 6 - Level 3 – b 3 In most writing § 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. ” 107

1. APP WAF 6 - Level 4 – b 1 Across a range of writing §sentences demarcated accurately throughout the text, including question marks “Sentences usually accurately demarcated and some use of the comma (AF 6 L 4 b 1/3)” 108

1. APP WAF 6 - Level 4 – b 2 Across a range of writing §speech marks to denote speech generally accurate, with some other speech punctuation 109

1. APP WAF 6 - Level 4 – b 3 Across a range of writing §commas used in lists and occasionally to mark clauses, although not always accurately 110

1. APP WAF 6 - Level 5 – b 1 Across a range of writing §full range of punctuation used accurately to demarcate sentences, including speech punctuation 111

1. APP WAF 6 - Level 5 – b 2 Across a range of writing § syntax and punctuation within the sentence generally accurate including commas to mark clauses, though some errors occur where ambitious structures are attempted Commas for lists Commas for 112 clauses

1. APP WAF 6 - Level 6 Across 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. 113

1. APP WAF 6 - Level 7 – b 2 Across a range of writing §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 “Variety of sentence forms crafted to support the overall development of the narrative (AF 5/6 L 7 b 2), despite some rare blemishes in the control of syntax” 114

1. APP WAF 7 – select appropriate and effective vocabulary 116

1. APP WAF 7 - Level 2 – b 1 In some forms of writing § simple, often speech-like vocabulary conveys relevant meanings “he was So a mazt he jumpt arownd” (He was so amazed he jumped around) 117

1. APP WAF 7 - Level 2 – b 2 In some forms of writing § some adventurous word choices, e. g. opportune use of new vocabulary Squirty, crunch, squash, gooey, sticky 118

1. APP WAF 7 - Level 3 b 1 simple, generally appropriate vocabulary used, limited in range b 2 some words selected for effect or occasion In most writing § “The planning board demonstrates Julia's choice of words to create an impression of the scene, for example 'sparkling glamorous castle', 'crumbly', 'see 119

1. APP WAF 7 - Level 4 – b 1 Across a range of writing § some evidence of deliberate vocabulary choices 120

1. APP WAF 7 - Level 4 – b 2 Across a range of writing § some expansion of general vocabulary to match topic 121

1. APP WAF 7 - Level 5 – b 1 Across a range of writing § vocabulary chosen for effect 122

1. APP WAF 7 - Level 5 – b 2 Across a range of writing § reasonably wide vocabulary used, though not always appropriately Some repetition due to lack of alternatives rather than for effect: 123

1. APP WAF 7 - Level 6 – b 1 Across a range of writing § vocabulary chosen generally appropriate to purpose and audience Subjectrelated vocabulary 124

1. APP WAF 7 - Level 6 – b 2 Across a range of writing § range of vocabulary generally varied and often ambitious, even though choices not always apt 125

1. APP WAF 7 - Level 7 – b 1 Across a range of writing § vocabulary consistently, often imaginatively, well matched to purpose and audience 126

1. APP WAF 7 - Level 7 – b 2 Across a range of writing § range of vocabulary generally varied and ambitious, often judiciously chosen 127

1. APP WAF 8 – use correct spelling 128

1. APP WAF 8 - Level 2 In some forms of writing § usually correct spelling of: § high frequency grammatical function words be, by, can, do, for, from, have, if, in, of, on, that, the, to, with • common single morpheme Cannot be broken down any further: car, lady, stupid, where content/lexical words Content words or information words: shop, tell, red, fast (Nouns, Verbs, Adjectives, Adverbs) 129

1. APP WAF 8 - Level 2 In some forms of writing § likely errors: §inflected endings, e. g. past tense, plurals, adverbs dided (did/died), sheeps (sheep), fighnly (finally), siting (sitting) §phonetic attempts at vowel digraphs Two vowels together: been (bean), burd (bird), culifl (colourful) 130

1. APP WAF 8 - Level 3 In most writing § correct spelling of: § some common grammatical function words both, against, neither, although, until, before, while, because § common content/lexical words with more than one morpheme, including compound words Can be broken down further: cats, unbreakable, stupidity, happiness airport, walked, idiotic, quickly 131

1. APP WAF 8 - Level 3 In most writing § 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) 132

1. APP WAF 8 - Level 4 Across a range of writing §correct spelling of: §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 133

1. APP WAF 8 - Level 4 Across a range of writing §likely errors: §homophones of some common grammatical function words §occasional phonetically plausible spelling in content/lexical words 134

1. APP WAF 8 - Level 5 Across a range of writing §correct spelling of: §grammatical function words §almost all inflected words §most derivational suffixes and prefixes noun-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 135

1. APP WAF 8 - Level 5 Across a range of writing §likely errors: §occasional phonetically plausible spelling of unstressed syllables in content words gardians (guardians), phisical (physical) §double consonants in prefixes imortal (immortal), iregular (irregular) 136

1. APP WAF 8 - Level 6 Across a range of writing § generally correct spelling throughout, including some ambitious, uncommon words § words with complex sound/symbol relationships § words with unstressed syllables §multiletter vowel and consonant symbols 137

1. APP WAF 8 - Level 6 Across a range of writing §likely errors: §occasionally in complex words such as outrageous, exaggerated, announcing, parallel 138

1. APP WAF 8 - Level 7 -8 Across a range of writing § Correct spelling throughout 139

1. APP Handwriting and Presentation 140

1. APP Handwriting and Presentation - Level 2 – b 1 In some forms of writing: § letters generally correctly shaped but inconsistencies in orientation, size and use of upper/lower case letters 141

1. APP Handwriting and Presentation - Level 2 – b 2 In some forms of writing: § clear letter formation, with ascenders and descenders distinguished, generally upper and lower case letters not mixed within words 142

1. APP Handwriting and Presentation Level 3 In most writing: § legible style, shows accurate and consistent letter formation, sometimes joined 143

1. APP Handwriting and Presentation Levels 4 -7 No further requirements beyond legible style, accurate and consistent letter formation and joined-up writing 144

Phonetic transcription

‘Language … is not simply a means of communicating messages. It is also very important as a symbol of identity’ Trudgill, 1983: 74 It is part of, ‘the performance of identity’ Thornborrow, 200: 166 Thomas (1988) mining community in Wales used different sounds Congregationalist, Baptist or Methodist (Thornborrow, 2003: 167)

English is: Regional Organic Communicates identity

Vygostsky; Wertsch ‘it is through talk that learners make sense of their world’ (Osborn and Lehr, 1998: 135) The Vygostsky Space (Osborn and Lehr, 1998: 136) Classrooms form a variety of public spaces Q 1

forster

Standard English

Standard English = ‘literacy’ Legitimated discourse

60% in prison innumerate /illiterate

Who Standardised English? • • Caxton James I Johnson Earl of Bridgewater Stephenson Forster Reith

Linda Thomas Norman Fairclough

Solutions 1. Demystify – make pupils aware of language and the underlying messages 2. Adopt a pedagogy of multiliteracy 3. Teach all texts as genre

Solutions: awareness • Awareness (demystification) can change and this changes the power-base • student awareness of the issue: http: //www. ricw. ri. gov/publications/GEH/college. htm

Solutions: awareness White discourse http: //www. clipupload. com/clip/showphot o. php/photo/1934/cat/501 Where is its power?

A Pedagogy of Multiliteracy

Literacy Event Brian Street, 1984 ‘Street. . . argued that literacy has been viewed, in particular by government agencies as a separate thing-like object which people should acquire, as a set of decontextualised skills. This view of literacy sees literacy as a technical skill’ Pahl and Rowsell, 2005: 14

Genre ‘All fiction (and all non-fiction) is generic’ Cranny Francis

‘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’ Gunther Kress

horror newspapers minutes postcards letters Types of genre brainstorm leaflets song diary romance advertising thrillers website email

Pair What we already do to make pupils aware of language bias

Group types Four How might a genre approach be useful/not useful?

Group types Triad/Envoy talker, questioner, recorder Problems of introducing a multiliteracy approach

Standard English Techniques • • Cloze Rote Model/copy Grammar Correction Reading Spelling tests

Three Approaches to Teaching Literature Reader Response - aesthetic Critical Literacy Genre

1. Reader Response - aesthetic 1960 s 1980 s-90 s Positioning of reader and text Reader-response dynamic Problem: unstructured, open-ended, text devoid of meaning

A text is a ‘blueprint’ only (p 88) ‘In aesthetic reading the reader’s attention is centred directly on what he is living through during his relationship with that particular text’ (p 25) Rosenblatt I (1978) The Reader, The Text, The Poem, Illinois: IUP