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Writing futures in English
Citation
Lovejoy, V and Thomas, D and Mow, L and Edgar, C and Alford, S and Prain, V, Writing futures in English, English in Australia, 55, (2) pp. 5-14. ISSN 0155-2147 (2020) [Refereed Article]
Copyright Statement
Copyright 2020 the authors
Official URL: https://www.aate.org.au/journals/english-in-austra...
Abstract
Despite an intense focus on improving Australian students’ writing performance in recent years, and comprehensive instructional advice to English teachers, researchers have noted a lack of gains in standardised writing tests and negative effects on student engagement and learning. In this paper we claim that these outcomes are partly attributable to current orthodoxies around how writing is conceptualised, taught and tested. In reviewing relevant literature and drawing on a case study with low SES students, we propose the need for more diversity in the ‘what’, ‘how’ and ‘why’ of students’ writing experiences. In putting this case, we are not arguing that the current intense focus on technical and rhetorical competence (the ‘how’ of writing) should be abandoned, but rather that students can benefit from more focus on and say in the ‘what’ and ‘why’ of this activity.
Item Details
Item Type: | Refereed Article |
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Keywords: | writing, pedagogy, low-stakes, high-stakes, learning |
Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Pedagogy |
UTAS Author: | Thomas, D (Dr Damon Thomas) |
ID Code: | 146405 |
Year Published: | 2020 |
Funding Support: | Australian Research Council (LP150100558) |
Deposited By: | Education |
Deposited On: | 2021-09-04 |
Last Modified: | 2021-10-13 |
Downloads: | 0 |
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