Unit rationale, description and aim
Writing is probably the most complex literacy skill that children learn in schools. Writing requires integration of a number of complex skills, including generating and organising ideas, grammatical and syntactic knowledge, knowledge of text structure, transcription skills and adaptation of word choice. Content knowledge, attention and stamina are also required in order to write a text. The recent NAPLAN and PISA results indicate that the writing skills of Australian students are not progressing as expected, and more effective writing instruction is required in primary and secondary schools to prepare students for further studies and future professions. It is therefore critical that teachers working with developing writers understand how writing is conceptualised in writing research, can analyse and assess research on effective writing instruction for diverse students, can design evidence-based differentiated instruction for their students, and know how to assess their students’ writing and evaluate the effectiveness of their writing instruction.
In this unit students examine different theoretical models of writing development and the processes and strategies they identify as important for quality writing instruction. They will analyse the best available evidence-based instructional approaches for improving writing quality, and effective strategies to teach sentence level as well as text level writing. This includes effective instruction for different text types and structures along with their purposes and linguistic features. The students will examine and experiment with promising evidence and strategies for creating motivating environments for diverse students, including collaboration and use of digital technologies. Finally, the students will analyse the research on effective feedback and assessment practices in writing.
The aim of this unit is to provide students with the knowledge and skills to lead their colleagues in developing effective writing instruction and assessments for students with diverse needs.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Define writing and compare different theories and ...
Learning Outcome 01
Locate and evaluate existing research on developin...
Learning Outcome 02
Design evidence-based writing instruction for dive...
Learning Outcome 03
Assess which practices and instructional approache...
Learning Outcome 04
Assess different writing skills, provide effective...
Learning Outcome 05
Evaluate the effectiveness of their writing instru...
Learning Outcome 06
Content
Topics will include:
- Theoretical models and key components of writing development
- Process models of writing (e.g., Hayes & Berninger, 2012)
- Sociocultural models of writing
- Text transcription skills including handwriting, keyboarding and word processing
- Pre-writing: building knowledge and ideas
- Sentence structures and punctuation
- Collaborative and creative writing activities
- Strategy development
- Self-regulation and reflexive approach to writing
- Considering the purpose and context
- Purposes and structures of different text types (narrative, descriptive, expository and persuasive) along with their linguistic features
- Grammar in context: teaching sentence structures with a focus on form and function
- Authentic purpose and audience
- Strategies for creating motivating environments, including multimodal texts, creativity and digital technologies
- Evidence-based models of text writing
- Self-regulated strategy development (SRSD)
- Writing to Learn
- Writing workshops
- Process writing
- Inquiry based writing
- Effective feedback and assessment practices
- Metalinguistic knowledge
- Metatalk
- Formative and summative assessments
- Self and peer assessment
- Progress monitoring and program evaluation
- Evaluation of writing quality
- Detecting writing problems and difficulties
Assessment strategy and rationale
In order to successfully complete this unit, the students need to complete and pass all three assessment tasks. The first two tasks offer students opportunities to demonstrate knowledge of writing theories, research, instruction and assessments, and the third allows them to show their skills in designing effective practices for their students and schools.
The first task (20%) consists of weekly quizzes that assess understanding of the core content of lectures and readings and provides students an opportunity to continuously monitor their own learning. The second task (30%) requires students to demonstrate their understanding of issues associated with writing theory and research by explicating their own instructional theory. The third task (50%) is related to knowledge of evidence-based instruction and assessments, and requires the students to apply their knowledge and skills to designing evidence-based writing instruction and assessment for their current or future students.
Overview of assessments
Assessment Task 1 – Weekly Quizzes Weekly quiz a...
Assessment Task 1 – Weekly Quizzes
Weekly quiz assessing comprehension of the content presented in lectures and readings.
20%
Assessment Task 2 – Written assignment Analysis ...
Assessment Task 2 – Written assignment
Analysis of current theories and models of writing and construction of instructional theory that (1) is supported by existing theories and evidence, (2) can guide differentiated instruction and assessment of students, and (3) acknowledges the contextual influences and constraints (e.g., personal philosophy, own knowledge, curriculum, school priorities and resources, parent expectations).
30%
Assessment Task 3 – Written assignment Compose a...
Assessment Task 3 – Written assignment
Compose a plan for an evidence-based writing instruction and assessment for one school year for current or future students.
50%
Learning and teaching strategy and rationale
The writing unit is offered in multi-mode format and supported by a unit Learning Management System (LMS) site. In all modes, students are required to use the online learning platform that provides asynchronous access to lectures, readings, and quizzes. In a weekly attendance mode, students are required also to attend tutorials, presentations, and discussions in person in specific physical location/s whereas in an intensive mode the required in-person sessions take place during weekends or other blocks of time determined by the school. In online mode, students are required to participate in a series of interactive online workshops in addition to the regular online learning.
Engagement for learning is the key driver in the delivery of this unit. The unit will facilitate active participation in pedagogical approaches that demonstrate alignment of teaching, learning and assessment and incorporate:
- Online digital resources, including reference readings, database and document searches, and recorded lectures from experts;
- Online or face-to-face small group collaborative learning to foster reflective practice following a personal analysis, evaluation and synthesis of relevant literature and instructional and assessment practices in different schools;
- Online forum and chat tools to build a community of learners; and
- Problem-based learning sessions to develop necessary skills and analyse and apply learning to school case studies.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester.
Mode of delivery: This unit will be offered in one or more of modes of delivery described below, chosen with the aim of providing flexible delivery of academic content.
- On Campus: Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
- Intensive: In an intensive mode, students require face-to-face attendance on weekends or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you students to prepare and revise.
- Multi-mode: Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
- Online unscheduled: Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
- Online scheduled: All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards:
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - LEAD
On successful completion of this unit, students should have gained evidence towards the following standards: