English Reading and Writing Strategies

1. English Reading and Writing Strategies

2. ‘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 McCormick Calkins, 1989: 3

3. 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, p61

4. What has worked for you in motivating to write?

5. Getting the buggers to write Give them a reason Create the right atmosphere Ensure correct behaviour Make writing fun Use ‘warm ups’ Keep it topical Group tasks in writing Challenge them Remove the stress Remove the blocks Offer a reward Show writing is relevant Show writing is important Show your writing Be an inspiration

6. 1 Remove the stress Remove the blocks

7. The girl is sad She has no friends

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

9. 2 Give them a reason to write Show writing is relevant Show writing is important

10. We read to know we’re not alone

11. Why do we write?

12. 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

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

14. 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’ McCormick Calkins, 1989: 106

15. 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 McCormick Calkins, 1989: 106

16. 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 McCormick Calkins, 1989: 6

17. 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 the things you know and care about?” I ask writers McCormick Calkins, 1989: 5

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

19. The joy of blogging www.wordpress.com

20. 3 Create the right atmosphere Ensure correct behaviour

21. 4 Group tasks in writing

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

23. ENCOURAGE MULTILITERACY

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

25. Directed Activities Related to Texts Prediction Cloze using contextual clues Highlighting Card sorting Statement games Diagramming Re-creation (media, genre etc)

26. Assessing Writing

27. 2007 - APP ‘A clear-cut linear model of progression in English’ (Dymoke, 2009: 15) Dymoke S (2009) Teaching English Texts 11-18, London: Continuum

28. 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)

29. ‘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 )

30. Test yourself

31. The tool

32. Assessing pupils’ progress in EnglishWriting

33. 1. APP Grade F

34. 1. APP WAF1 write imaginative, interesting and thoughtful texts

35. 1. APP WAF1 - Level 2 – b1 In some forms of writing mostly relevant ideas and content, sometimes repetitive or sparse

36. 1. APP WAF1 - Level 2 – b2 In some forms of writing some apt word choices create interest

37. 1. APP WAF1 - Level 2 – b3 In some forms of writing brief comments, questions about events or actions suggest viewpoint

38. 1. APP WAF1 - Level 3 – b1 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 WAF1 - L3 – b2 Example with adjectives: “The bull was very hungry and its pen was too small”.

39. 1. APP WAF1 - Level 3 – b2 In most writing attempt to adopt viewpoint, though often not maintained or inconsistent, e.g. attitude expressed, but with little elaboration

40. 1. APP WAF1 - Level 4 – b1 Across a range of writing relevant ideas and content chosen

41. 1. APP WAF1 - Level 4 – b2 Across a range of writing some ideas and material developed in detail, e.g. descriptions elaborated by adverbial and expanded noun phrases

42. 1. APP WAF1 - Level 4 – b3 Across a range of writing straightforward viewpoint generally established and maintained, e.g. writing in role or maintaining a consistent stance

43. 1. APP WAF1 - Level 5 – b1 Across a range of writing relevant ideas and material developed with some imaginative detail

44. 1. APP WAF1 - Level 5 – b2 “Development of points juxtaposed for effect” Across a range of writing development of ideas and material appropriately shaped for selected form, e.g. nominalization for succinctness ‘ decided’ not ‘made a decision’ ‘reported’ not ‘gave a report’ “Appropriate ideas developed to maintain reader’s interest – adverbials used to add detail”

45. 1. APP WAF1 - Level 5 – b3 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”

46. 1. APP WAF1/2 -Level 6 “Confident command of appropriate material relating to task with consistent point of view maintained “ Across a range of writing b1 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 b2 convincing, individual voice or point of view established and mostly sustained throughout, e.g. authoritative expert view, convincing characterisation, adopting a role

47. 1. APP WAF1/2 -Level 6 – b3 “Consistent control of level of formality” “Level of formality appropriate to purpose” (Information Leaflet) 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 appropriate level of formality/ informality, including direct speech”

48. 1. APP WAF1/2 -Level 7 – b1 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”

49. 1. APP WAF1/2 -Level 7 – b2 “There is a repetition error in the link between paragraphs 7 and 8, but the last two paragraphs maintain the clearly established viewpoint” 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

50. 1. APP WAF1/2 -Level 7 – b3 “The introductory/subheading/first paragraph immediately establishes a sense of purpose and audience at an appropriate level of formality for a newspaper report” 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