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Healey, Brett; Gardner, Paul – English in Australia, 2022
Writing involves a complex web of deliberations as writers make specific choices from their repertoire of grammatical resources. However, curriculum and assessment criteria that favour top-down prescriptions of writing marginalise the agency of the writer (Gardner, 2012). Conversely, we posit a bottom-up process that integrates grammar teaching…
Descriptors: Personal Autonomy, Grammar, Writing Processes, Writing Instruction
Wyse, Dominic – English in Australia, 2018
The narrow teaching of writing that had been common in schools for hundreds of years was challenged in the 1980s by 'one of the most seductive writers in the history of writing pedagogy'. Donald Graves's process approach to writing, as it came to be known, was popular in Australia, New Zealand, USA and the UK. At the heart of Graves's approach was…
Descriptors: Writing Instruction, Process Approach (Writing), Teaching Methods, Student Centered Learning
Finch, Mary – English in Australia, 2021
Hattie and Timperley's (2007) model of effective feedback, widely used in teacher professional development, provides an easily-applied framework for thinking about the information contained in feedback. However, the model simplifies a complex phenomenon shaped in practice by interpersonal, disciplinary and institutional aspects. Examining the…
Descriptors: Feedback (Response), Writing Evaluation, Writing Instruction, Faculty Development
Griffiths, Pauline – English in Australia, 2018
The ancient literary form of commonplace books offers rich possibilities to students and teachers of English in Australian schools in the 21st century. By briefly tracing early uses of commonplace books and examining contemporary approaches to the teaching of writing, this paper re-imagines the 15th century commonplace book as a personal learning…
Descriptors: Self Concept, English Instruction, Foreign Countries, Books
Weaven, Mary; Clifford, Rohan – English in Australia, 2015
The production of writing occupies a significant place in English classrooms; it also underpins current assessment regimes. While curriculum policies emphasise the need for students to become proficient writers, scant attention has been given to the position of teachers as writers and the impact that such an omission may have on writing pedagogy.…
Descriptors: Foreign Countries, Cultural Capital, Writing (Composition), English Teachers