– Assignment 3
Section One
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Section Two
Reference List
Appendix A
Appendix B
Appendix C
Exercise
Use several self-created texts as the basis for discussion around the development of your professional writer identity and your understanding of processes of written composition. Apply this experiential knowledge, along with theories of literacy, to construct a pedagogy of writing to be applied in the classroom to meet the needs of a diverse range of young developing writers.
Assessment 3: Exercise
This assignment requires you to create a Learning Portfolio of Writing to include:
Section 1:
A discussion of how your identity, as a writer, and your understanding of the processes of written composition have developed during the unit.
In addition to citing supporting references to the literature, draw on entries in your writer’s journal and at least three pieces of polished writing (developed from the writer’s journal) to demonstrate your self-exploration as a writer (1000 words).
Give each of the three pieces a title and append them to section 2. When referring to each piece in the text reference the title.
Section 2: Explain how this emerging self-knowledge as a writer and the writing process, will inform the way you could work with students to develop their writing. Justify your approach with reference to research evidence, the theories of writing introduced in the unit, literacy teaching strategies and academic citations (1000 words).
This is resources
Cremin, T. (2015) Exploring teachers’ identity positions as teacher-writers and writer-teachers in the classroom in Turnbill, J. Brocke, E. and Barton, G. (2015) (Eds) Teaching writing in today’s classrooms: Looking back to look forward:, Sydney, Association Literacy Educators Association (ALEA).
WritingteachersTCreminfinalORO x
Gardner, P. (2018) Writing and writer identity: the poor relation and the search for voice in ‘personal literacy’. Literacy 52(1)
Gardner – Personal Literacy
Horst, P. (2012) Flipping the switch: Teaching Grammar in context with middle school students through writer’s workshop. The Virginia English Bulletin 62(1)
Flipping the switch- Teaching Grammar in context with middle school students through writer’s workshop
McMahon Giles, R., & Wellhousen Tunks, K. (2010) Children write their world: Environmental print as a teaching tool. Dimensions of Early Childhood, 38(3)
Children_Write_Their_World
Pritchard, R.J. & Honeycutt, R.L. (2005) Process Approach to Writing Instruction, in MacArthur, C.A., Grahame, S. & Fitzgerald, J. (eds) Handbook of Writing Research. New York: Guilford Press.
Process_Approach_to_Writing_Instruction_Chapter_19
Sabeti, S. (2016). Writing creatively in a museum: tracing lines through persons, art objects and texts. Literacy 50(3)
Writing Creatively – Sabeti
Assignment 3 Rubric
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(0-4 marks)
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(5- 9 marks)
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(10-14 marks)
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(15 -17)
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(16-20 marks)
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Discussion of writer identity, compositional process and evidence of original works.
(20 marks)
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The writing is descriptive and may lack clarity. Three original pieces of writing have been referenced and submitted.
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A well written piece in relation to three original works in Appendix, but there is either a partial discussion of how the writer’s identity has developed or understanding of the compositional process.
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A very well written piece in relation to three original works in Appendix. There is a good discussion of how the writer’s identity developed, together with understanding of the compositional process. At least three references to academic sources have been cited.
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An extremely well written piece in relation to three original works in Appendix. There is a very good discussion of how the writer’s identity developed, together with in depth understanding of the compositional process. At least five references to academic sources have been cited.
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An excellently written piece in relation to three original works in Appendix. There is a very insightful discussion of how the writer’s identity developed, together with in depth understanding of the compositional process. More than five references to academic sources have been cited.
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(0-4 marks)
(5- 9 marks)
(10-14 marks)
(15 -17)
(16-20 marks)
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Explanation of how self-knowledge as a writing teacher will inform your teaching of writing to students. (20 marks)
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The writing lacks clarity and there is little evidence of how the acquired knowledge will translate to the classroom.
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This section is well written and demonstrates some evidence of how being a writer in the unit has informed the teaching of writing. May include some references to academic sources.
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The explanation is very well written around a good explanation of how self-knowledge as a writer will influence the teaching of writing. The writer draws on theories of writing and/ or learning and includes at least three references to academic sources.
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An extremely well written explanation of
how self-knowledge as a writer will influence the teaching of writing, demonstrating good understanding of theories of writing/learning with at least five references to academic sources.
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An excellently written explanation of how self-knowledge as a writer will shape the teaching of writing. Theories of writing/learning have been adeptly synthesised and include more than five references to academic sources.
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Introduction
Section One
– Write a paragraph that discusses your overall development as a writer during the unit. • What insights did you gain about the process of writing by being positioned as a writer in the unit? • You might comment on – a rekindling of voice and agency as a writer; improved observational skills; growing self-confidence as a writer; writing as a process of learning; the therapeutic qualities of writing; improvement in written expression.
–
Write one paragraph for each of your three writing pieces.
• Write in the first-person as this is a personal reflection. • Make sure you include all the points you had made note of in the table and make references to the appendices. • Include five or more references to academic sources.
– Write a concluding paragraph to sum up what you have covered in Section 1 and link this to what you will be doing in Section 2
Section Two
– Explain how your self-knowledge as a writer shapes the way you will teach writing (i.e. your personal pedagogy of writing). Write one body paragraph for each point that you make. • Make references to theories of writing/learning. • Include five or more references to academic sources.
– Finally, write a concluding paragraph to sum up what you have done in Sections 1 and 2.
References
Appendix 1
Appendix 2
Appendix 3
Piece of writing (Appendices)
Identify pieces of your own original writing to include in your appendices (i.e. Appendix 1, Appendix 2, Appendix 3). Type these out (edit/proofread) and give them a title each.
Also, note down (i) how your identity as a writer had developed; and
(ii) your understanding of the compositional (writing) process for each of the writings.
You may use this table to help you organize your ideas:
WRITING CONTEXT
REFLECTION ON COMPOSITIONAL PROCESS & WRITER IDENTITY; REFERENCE TO LITERATURE
When/where/why was the piece written?
(Context) What is it about?
How did you feel when you were writing it?
Did you enjoy writing it? Why/why not?
What did you find easy/enjoy? Why?
What did you struggle with? Why?
How did you overcome challenges if any?
What kind of writer did you perceive yourself to be at that time? How did you position yourself as a writer and why?
What did you learn about yourself as you were writing the piece?
Can you relate your experience writing this piece to what the literature says about (i) being a writer and, (ii) learning how to write?
Write one paragraph for each of your three writing pieces.
• Write in the first-person as this is a personal reflection.
• Make sure you include all the points you had made note of in the table and make references to the appendices.
• Include five or more references to academic sources.
• See below examples:
Sample 1:
My first piece of writing ‘Silence on the sideline’ (Appendix A) was written during the first weeks of the unit. This piece is a narrative describing an initiative from our local soccer association when they had a round of soccer games where the parents were prevented from yelling out. Termed ‘Silent Saturday’ this provided the children the opportunity to play their games without the added pressure from the sidelines. My writing on this topic simply reports the facts. There is minimal expression or detail and as described by Gardner (2018) the piece has a mechanistic approach without very much creativity for the reader. I have positioned myself as a scribe transferring information but without expanding on the details. Around the time of writing ‘Silence on the Sidelines’ I lacked confidence as a writer and was unaware of my capabilities to be able to not only ‘report the facts’ but to also make the writing interesting and engaging for the reader.
Writing context
Reflection on
compositional process
Reference to literature
Reflection on identity as writer
