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GRR Model, Pearson & Gallagher 1983

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“What they can do collaboratively today becomes what they can do independently tomorrow.”

(Lewis & Wray, 2000)

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A scaffolding approach to writing

There are four stages to the curriculum cycle through which a particular text type can be made explicit to students:

1. Building knowledge of the topic2. Modelling the text type3. Joint construction4. Independent writing

Scaffolding Language, Scaffolding Learning Pauline Gibbons, 2002

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Stage 1: Building Knowledge of the topic

The aim here is to build up background knowledge, and so focus is primarily on the content of the topic and the academic language involved in using this information.

An important aspect of this prewriting stage involves activities that use speaking, listening, reading, research, note taking skills etc.

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Graphic Organisers

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7

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Stage 2: Modelling the Text

This stage aims to build up students’ understandings of the purpose, overall structure and language features of the particular text being focused on through model texts.

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Text Types

1. Narrative (story)

2. Recount

3. Instruction / Procedure

4. Explanation

5. Argument / Persuasion

6. Discussion / Analysis / Evaluation

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Specific purpose, structure, features…

“Just as students learn to control different oral registers, they must also be able to write in different ways for different purposes .... Simply allowing students to write a lot will not necessarily provide sufficient practice in the various types of writing required”

Reppen, 2002

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Stage 3: Joint ConstructionThis stage should also model the process of writing. The students give suggestions and contribute ideas while the teacher scribes, and together the teacher and students discuss how the writing can be improved. Teacher and students discuss the overall structure, more appropriate vocabulary, consider alternative ways of wording and focus on language accuracy.

“the joint construction stage is teacher-guided, it should not be seen as teacher dominated” (Pauline Gibbons)

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Stage 4: Independent Writing

Students write their own texts, individually or in pairs.

The preparation and scaffolding in stages 1-3 will help ensure that students have the knowledge and skills to be able to write their own texts with confidence.

As students write, remind them about the process of writing, first draft, self-editing, feedback, redrafting, final text.

Plan

TranslateDraft

Review

Revise

Evaluate

Publish/ Present

The Process of Writing

Building Knowledge of the Topic

Modelling the Text Type

Joint Construction

Independent Writing

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“Simply correcting the spelling of a poor piece of writing results in a correctly spelled poor piece of writing – the piece of writing itself is not substantially improved.”

(Gibbons, 2002)

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Developing writing skills in the history classroom

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.ieCan you read and write like a

(historian)?

“The idea is not that content-area teachers should become reading and writing teachers,

but rather that they should emphasize the reading and writing practices that are specific to

their subjects, so students are encouraged to read and write like historians, scientists, mathematicians, and other subject-area

experts.” (Biancarosa & Snow, 2004, p.15)

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Writing historically: some practical aids

• Writing frames

• Sentence starters

• Paragraph prompts

• Banks of words/ phrases/ connectives

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.iePromoting historical writing:

some pedagogical approaches

• Enquiry-focused approach

• Multi-perspective approach

• Critical skills exercises

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Card sorting exercises

• Card sorting exercises

• Enhancing critical thinking

• Different levels of categorisation

• ‘Big points’ and ‘Little points’

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Promoting reading ability

• Meaning maker

• Code breaker

• Text maker

• ‘Text critic

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