Writing as Social Purpose
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WRITING AS SOCIAL PURPOSE © Dr Jan Turbi ll University of Wollongong Beliefs about the learning and teaching of writing What does this mean for the teaching of writing? 1. wri tin g is both a process and a product 2. we l ear n to writ e by wr iti ng 3. spell ing a nd handwriti ng a re to ols f or writing 4. writ ing is a powe rful lear ning tool 5. the co nditions which existed for learning oral language can be applied in classroom settings for learning written language; namely , immersion, demonstrations, expectation, responsibility , approximation, use, response. 6. reader s lear n about wri tin g from reading and writers learn about reading from writing 7. evaluation of written lan guage is a constant part of the teaching cycle 8. lea rners need constan t demonstrations (models) of both process and product of that which they are to learn 9. when write rs p erceive themsel ves a s writers they read like writers; they engage in how texts work 10.different subject areas purposes and audiences require different 'forms' or 'registers' of language 1 1.language is functional, social and contextual; it is the principal vehicle for making sense of our world 12.spelling is thus functional, social and contextual activity 13.spelling serves writers but is learned primarily through reading 14.spellers need to be effective readers and proof readers 15.language learning is a problem solving process; namely gathering information; formulating and testing hypotheses; gaining feedback and confirming the hypotheses 16.learners use a variety of coping
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Transcript of Writing as Social Purpose
8/14/2019 Writing as Social Purpose
http://slidepdf.com/reader/full/writing-as-social-purpose 1/2
WRITING AS SOCIAL PURPOSE © Dr Jan Turbill University of Wollongong
Beliefs about the learning andteaching of writing
What does this mean for the teaching of writing?
1. writing is both a process and aproduct
2. we learn to write by writing
3. spelling and handwriting are tools for writing
4. writing is a powerful learning tool
5. the conditions which existed for learning oral language can be appliedin classroom settings for learningwritten language; namely, immersion,demonstrations, expectation,responsibility, approximation, use,response.
6. readers learn about writing fromreading and writers learn aboutreading from writing
7. evaluation of written language is aconstant part of the teaching cycle
8. learners need constantdemonstrations (models) of both
process and product of that whichthey are to learn
9. when writers perceive themselves aswriters they read like writers; theyengage in how texts work
10.different subject areas purposes andaudiences require different 'forms' or 'registers' of language
11.language is functional, social and
contextual; it is the principal vehiclefor making sense of our world
12.spelling is thus functional, social andcontextual activity
13.spelling serves writers but is learnedprimarily through reading
14.spellers need to be effective readersand proof readers
15.language learning is a problem
solving process; namely gatheringinformation; formulating and testinghypotheses; gaining feedback andconfirming the hypotheses
16.learners use a variety of coping
8/14/2019 Writing as Social Purpose
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strategies to solve the writtenlanguage puzzle
17.teachers need to know why they dowhat they do with respect to thewritten language classroom practice
18.children need to learn to writedifferent kinds of texts for differentpurposes; they need to know avariety of genres in order to besuccessful in their future lives
19.writing in schools should be morethan 'story writing'; it should focus onparticular genres
20.children learn language, learnthrough language, and learn aboutlanguage as they use language
21.teachers and students need alanguage to talk about language
22.teachers need to make explicit howdifferent genres work; how they areconstructed; what the functions of different genres are
23.teachers and students need to shareunderstandings and language aboutsuccessful written genres
24.teachers need to make explicit their
own beliefs about learning, aboutwhat writing is & why they teach it asthey do
25.teachers need to be able to justifytheir evaluation judgements aboutwriting
26.profiles have the potential of supporting teachers and learnerswhen teachers have developed a
thorough understanding of languageand literacy27.profiles should be viewed as a
framework for student learning and aguide for student assessment inwriting development
