Section A - The Writing Process

Section A - The Writing Process

1. Why are information texts or persuasive texts likely to be a focus on the writing component of an inquiry?

   • Transmission of ideas, conveying a message writes with a purpose and audience in mind, present ideas.
   • Authentic and meaningful use of literacy when writing in context
   • Mutually beneficial - inquiry develops literacy skills, as literacy skills develop understandings in inquiry topics.
   • Concrete understandings - can be used for assessment purposes.

2. What do children need to know and to be able to do if they are to write transactional text at this level?

   • Teachers role in this?
     • Deliberate acts of teaching
       • Modelling, prompting, questioning
     • Establish learning intentions - clear understanding of learning intentions
     • Goal setting - personal learning goals
     • Feedback
       • Provide opportunity for students to present their work.
   • Select clear ideas and information (ELP)
   • Link ideas an place in logical order
   • Use prior knowledge about texts
   • Reflect on writing
     • Choice of words
     • Use of voice
     • How it's structured
     • Use of images, visual language features
   • Attend to deeper and surface features
   • Provide and receive peer feedback

3. Transactional text

   • Chain of communication
     • Letters
     • Emails
     • Proposals
     • Communicating information usually for a persuasive purpose

4. Stages of writing

   • Forming intentions
     • Purpose
       • Planning to create an effective text
       • For engagement and motivation
       • Aides in the development of personal learning goal
     • Pedagogical feature
       • Why writing - identifying purpose
       • Modelling sequencing of ideas
       • Brainstorming, mindmapping, questioning
       • Use of exemplars and other resources to support writing
       • Frontloading information, building topic specific vocab
   • Crafting composing a text
     • Purpose
       • Record ideas and information in the best possible way
     • Pedagogical features
       • Modelling writing texts
         • Thinking aloud as you write
       • Discussions about writing - peer, groups, whole class,
   • Reflecting, reworking and presenting
     • Purpose
       • Enhancement of text
       • Present text for desired purpose
     • Pedagogical features
       • Provide opportunity to present texts
       • Explicit teaching of recrafting skills
       • Establishing classroom climate conducive to sharing work
       • Promotion and explicit teaching of effective feedback

5. Benefits of creating a climate and culture for literacy in the classroom

   • community based approach
     • Create sense of belonging via shared values
   • Supports emotional and social well-being
   • Supports risk-taking in a safe environment
   • Students have clear understanding of expectations
   • Active participation and sharing of ideas and expertise
   • Fosters student autonomy - personal goal setting