Week 0 PGCE MODELS OF WRITING

 To consider the purpose and function of writing.  To review models of writing and how they link to the teaching of writing.  To consider how your own writing identity affects how you approach the teaching of writing. OBJECTIVES

 Standards in English have risen slowly since  The gap between boys’ and girls’ performance remains.  Across the age range, particular groups of pupils, including some minority ethnic groups, achieve less well than others.  White British boys eligible for free school meals are amongst the lowest performers in the country. ENGLISH AT THE CROSSROADS – OFSTED,2009

2009 Achieving Level 4 or above  English 81% (85% for girls, 76% for boys)  Reading 86% (89% for girls, 83% for boys)  Writing 67% (74% for girls, 60% for boys) 2011 Achieving Level 4 or above  English 81% (86% for girls, 77% for boys  Reading 84% (87% for girls, 80% for boys  Writing 75% (81% for girls, 68% for boys) KS2 ENGLISH SATS RESULTS (2009 & 2011)

“The aim is not to impart knowledge about language but to develop each child’s individual writing voice. Having something to say – and knowing that whatever it is will be valued by the reader is the first step to effective communication in writing.” Mary Hilton (2001) THE TEACHER’S ROLE

 Reflect on your teaching of writing. How well did you consider:  Purpose  Function  Form  What did you base your planning on? PAUSE FOR THOUGHT

 What kinds of writing activities have you seen in school?  How do teachers know how to plan for writing?  What affects the way teachers plan for writing?  How did you teach the transcriptional & compositional elements of writing? MORE QUESTIONS…

WHAT INFLUENCES YOU?  Writing is not just how to structure a text but is shaped by social and cultural factors.  Vygotsky emphasised the need for a social element - ‘inner speech’ develops from social speech and this is critical for writing as writing is speech without the person there. In writing they are taking part in an inner dialogue which moves faster than speaking. Bearne, E. (2002) Making progress in writing. London: RoutledgeFalmer

RESEARCH INTO WRITING  More is written about reading  Writing is complex  Key researchers:  Donald Graves (1970s)  Frank Smith (1980s)  Hayes & Flower (1980s)  Berninger & colleagues (1990)  David Wray (1990s)  Jane Medwell (1990s/2000+)  Eve Bearne (1990s/2000+)  Debra Myhill (1990s/2000+)

THE PROCESSES OF WRITING Authorship skills  Style  Organisation  Communication  Development of ideas  Creativity  Consideration of the audience Secretarial skills  Spelling  Punctuation  Grammar  Punctuation Frank Smith (1982) cited in Clipson-Boyles (2001 )

HAYES AND FLOWER – SKILLED WRITERS

PLANNING GENERATING ORGANIZING GOAL SETTING REVIEWING EVALUATING REVISING a.word level b.sentence level c.discourse level Metacognition – Declarative and Procedural THE WRITER’S LONG TERM MEMORY Knowledge of Topic Knowledge of Audience Stored Writing plans Modification of the Hayes-Flower Model for beginning and developing writing. (Berninger and Swanson, 1994) TRANSLATING Affect Social Context Motivation WRITING PROCESSES (Advanced) THE WRITER’S WORKING MEMORY Hold knowledge retrieved from LTM while planning, translating and revising. (Post –translating) On-line planning Off-line planning 1.Text generation a.Word level b.Sentence level c.Discourse level 2. Transcription (Idea generating)

Why? Rhona Stainthorp & Nafisa Rauf

THE TEACHING SEQUENCE FOR WRITING Based on work by Bearne, (2002) DCSF (2007) Improving writing with a focus on guided writing

THE IMPORTANCE OF EARLY WRITING Past research has established that:  children with varied, regular writing experiences progress better than those with fewer and narrower writing opportunities;  the writing experiences of many pupils in British primary classrooms have been ‘fragmentary and discontinuous’;  there has been little awareness by teachers of appropriate developmental expectations and hence little progression in teaching writing;  motivated writers enjoy both the activity and the completion of a task;  those anxious about writing generally say they don’t enjoy it, procrastinate, or avoid writing, and have difficulty generating content;  teacher assessments of a child’s attitude to writing relate strongly to that child’s actual writing ability. Dunsmuir, S. & Blatchford, P. (2004)

BIBLIOGRAPHY  Barrs, M. & Cork, V. The Reader in the Writer. London:CLPE  Bearne, E. (2002) Making progress in writing. London: RoutledgeFalmer  Corbett, P. (2006) The Bumper Book of Storytelling into Writing KS1. Wiltshire: Clown Publishing  Corbett, P. (2003) How to teach story writing at KS1. London: David Fulton  Flynn, N. & Stainthorp, R. (2006) The Learning and Teaching of Reading and Writing. Bognor Regis: John Wiley & Sons Ltd.  Hayes, J., & Flower, L. (1980)/ Identifying the organisation of writing processes. In L. Gregg & E. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum Associates.  Howe, C., & Johnson, J. (1992) Common Bonds: Storytelling in the classroom. London: HOdder & Stoughton  Latham, D. (2002) How Children Learn to Write: Supporting and developing children's writing in schools. London: Paul Chapman  Mercer N (1995) The Guided Construction of Knowledge. Multilingual Matters: Clevedon  Ofsted (2009) English at the Crossroads. London: Ofsted research/Browse-all-by/Documents-by-type/Thematic-reports/English- at-the-crossroads-an-evaluation-of-English-in-primary-and-secondary- schools research/Browse-all-by/Documents-by-type/Thematic-reports/English- at-the-crossroads-an-evaluation-of-English-in-primary-and-secondary- schools  Rosen, M. (1998) Did I hear you write? Nottingham: Five Leaves