Section A - The Writing Process

Tessa Edwards
Mind Map by Tessa Edwards, updated more than 1 year ago
Tessa Edwards
Created by Tessa Edwards over 5 years ago
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1

Description

EDCURRIC 202 Mind Map on Section A - The Writing Process, created by Tessa Edwards on 06/05/2015.

Resource summary

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?
1.1 Transmission of ideas, conveying a message writes with a purpose and audience in mind, present ideas.
1.2 Authentic and meaningful use of literacy when writing in context
1.3 Mutually beneficial - inquiry develops literacy skills, as literacy skills develop understandings in inquiry topics.
1.4 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?
2.1 Teachers role in this?
2.1.1 Deliberate acts of teaching
2.1.1.1 Modelling, prompting, questioning
2.1.2 Establish learning intentions - clear understanding of learning intentions
2.1.3 Goal setting - personal learning goals
2.1.4 Feedback
2.1.4.1 Provide opportunity for students to present their work.
2.2 Select clear ideas and information (ELP)
2.3 Link ideas an place in logical order
2.4 Use prior knowledge about texts
2.5 Reflect on writing
2.5.1 Choice of words
2.5.2 Use of voice
2.5.3 How it's structured
2.5.4 Use of images, visual language features
2.6 Attend to deeper and surface features
2.7 Provide and receive peer feedback
3 Transactional text
3.1 Chain of communication
3.1.1 Letters
3.1.2 Emails
3.1.3 Proposals
3.1.4 Communicating information usually for a persuasive purpose
4 Stages of writing
4.1 Forming intentions
4.1.1 Purpose
4.1.1.1 Planning to create an effective text
4.1.1.2 For engagement and motivation
4.1.1.3 Aides in the development of personal learning goal
4.1.2 Pedagogical feature
4.1.2.1 Why writing - identifying purpose
4.1.2.2 Modelling sequencing of ideas
4.1.2.3 Brainstorming, mindmapping, questioning
4.1.2.4 Use of exemplars and other resources to support writing
4.1.2.5 Frontloading information, building topic specific vocab
4.2 Crafting composing a text
4.2.1 Purpose
4.2.1.1 Record ideas and information in the best possible way
4.2.2 Pedagogical features
4.2.2.1 Modelling writing texts
4.2.2.1.1 Thinking aloud as you write
4.2.2.2 Discussions about writing - peer, groups, whole class,
4.3 Reflecting, reworking and presenting
4.3.1 Purpose
4.3.1.1 Enhancement of text
4.3.1.2 Present text for desired purpose
4.3.2 Pedagogical features
4.3.2.1 Provide opportunity to present texts
4.3.2.2 Explicit teaching of recrafting skills
4.3.2.3 Establishing classroom climate conducive to sharing work
4.3.2.4 Promotion and explicit teaching of effective feedback
5 Benefits of creating a climate and culture for literacy in the classroom
5.1 community based approach
5.1.1 Create sense of belonging via shared values
5.2 Supports emotional and social well-being
5.3 Supports risk-taking in a safe environment
5.4 Students have clear understanding of expectations
5.5 Active participation and sharing of ideas and expertise
5.6 Fosters student autonomy - personal goal setting
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