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Writing futures in English
journal contribution
posted on 2023-05-21, 02:11 authored by Lovejoy, V, Damon ThomasDamon Thomas, Mow, L, Edgar, C, Alford, S, Prain, VDespite 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.
Funding
Australian Research Council
Anglicare Tasmania
Bendigo South East College
Crusoe Secondary 7-10 College
Department of Education and Training Victoria
Eaglehawk Secondary College
Northern Bay P-12 College
Weeroona College Bendigo
History
Publication title
English in AustraliaVolume
55Pagination
5-14ISSN
0155-2147Department/School
Faculty of EducationPublisher
Australian Association for the Teaching of English Inc.Place of publication
AustraliaRights statement
Copyright 2020 the authorsRepository Status
- Restricted