Assignment 3
EDC 121 Draft
Assignment 3
Assignment 3Assignment 3: Exercise
Teacher as writer/writer as teacher (40%) 2000 words + or- 10%)
This assignment requires you to investigate thoughts, feelings and confidence about being a writer of yourself and those of another person. It also asks you to explore the knowledge, skills and attitudes that a competent writer needs, in order to identify what you will need to teach your own students in the classroom.
Each week you will be given a journal writing task and are required to reflect upon this on the opposite page. You are to submit all your writers journal entries and the reflections accompanying these with the assignment. Give each of your journal entries a title and add them as appendices to your assignment. When referring to each piece in the text, reference the title.
Step 1: Conduct an interview with either:
A classmate:interview and record what a classmate says about writing;or
Another person(e.g. a child who is having trouble writing; an adult who recalls their own experiences of learning to write and their feelings as a writer etc.)
These questions will guide your discussion:
Did the person see themselves as a writer? Why or why not?
How did they develop this perception of themselves in relation to writing?
What processes do they use/go through when they write?
What kinds of things do they write most? Least? What do they like to write about?
What did you think makes a person a good writer?
What skills and knowledge do good writers need?
What supported you best to develop as a writer?
What did your teachers do or not do that supported your development and confidence as a writer?
Step 2: Writer identity: Compare these to your own response to the questions. (1000 words)
About you:Draw upon your own responses to the questions and also what you have learned along the way. Refer to your pieces of writing in your writers journal with a particular emphasis on three pieces of polished writing to illustrate your thinking and development as a writer. Incorporate elements of your weekly reflective entries.
About the person you interviewed:compare and contrast what you have said about your identity as a writer and what the classmate/other person told you. Ensure you have addressed each question. You can add other questions.
Step 3:Teaching writing: What you now know that will inform your teaching. (1000 words)
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 and the theories of writing (some have been introduced in the unit, but you can research more).
What you need to submit:
Writer identity analysis (1000 words)
Teaching of writing explanation (1000 words)
At the end of your assignment, after your reference list, please add these two appendices:
Appendix 1:Interview transcripts(as close as possible to what was said -transcripts of the questions asked and participant answers to the questions asked).
Appendix 2: Writers journal entries and reflective entries- with the three polished pieces of writing clearly labelled and identified. Give every journal entry a title. (please see the attachment for the list of journal tasks and reflections and some questions to guide the writing of your reflectionsEDC121 Writer's Journal Task and Reflection Proforma.docxEDC121 Writer's Journal Task and Reflection Proforma.docx - Alternative Formats
All elements of the assignment need to be submitted.
How to present your work
Give your work a title
Give each section a title
Add a reference list at the end
Ensure you have included Appendix 1 and Appendix 2.
Number your pages
Put your name and student ID in the header or footer
Readings useful for Assignment 3-Writer identity/writing(6)
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These articles are additional to the set reading and material you will find in the library list. You do not need to read all the articles, nor do you need to read the whole of each article. Be selective in your reading and read, in depth, the parts of the text that most closely ally to what you need to study and write about. In order to decide if an article/chapter may be useful for your needs, firstly read the abstract, introduction and conclusion. These parts of the text should give the gist of the content. Once you have decided whether the article/chapter is useful to you or not, then skim read the whole article, and return to those sections that provide you with the material you need for your own writing. How to cite information in published work. Always try to paraphrase the key statements writers' make about the subject under investigation, rather than quoting them. In this way you can maintain your own writing voice in assignments. That is not to say you should never use a quotation but you do need be judicious in your use of quotations. If a writer make a point that is so succinct and pertinent and you feel you cannot paraphrase it, then use the quotation. Irrespective of whether you use a quotation or paraphrase what a writer says, you need to cite the page reference in your text; e.g. Research suggests teachers tend to be avid readers but rarely write for pleasure (somename 2017, p. 218).
BookWriter Identity and the Teaching and Learning of Writing.
Cremin, Teresa.Locke, Terry.(2017.; 2016.)Writer Identity and the Teaching and Learning of Writing.Florence :Taylor and Francis
Essential reading
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DissertationTeacher-Writer Perceptions on the Essence of Writing: Influences, Identity and Habits of Mind to Sustain a Writing Life
Daniels, ShariBeck, Pamela (advisor) ; Baker, Mary (committee member) ; Donhower, Kim (committee member) ; Hunter, Joshua (committee member)(2018-01-01)Teacher-Writer Perceptions on the Essence of Writing: Influences, Identity and Habits of Mind to Sustain a Writing Life
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ArticleWho counts as a writer? Examining child, teacher, and parent perceptions of writing
Hall, Anna H ; White, Kelley M ; Guo, Ying ; Emerson, Andrea(2019-02-23)Who counts as a writer? Examining child, teacher, and parent perceptions of writingin Early Child Development and CareRoutledge189(3)pp. 353 - 375
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BookDeveloping Writing Teachers : Practical Ways for Teacher-Writers to Transform their Classroom Practice.
Locke, Terry.(2015.; 2014.)Developing Writing Teachers : Practical Ways for Teacher-Writers to Transform their Classroom Practice.Florence :Taylor and Francis
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ArticleDeveloping successful writing teachers: Outcomes of professional development exploring teachers' perceptions of themselves as writers and writing teachers and their students' attitudes and abilities to write across the curriculum
Bifuh-Ambe, E(2013-12)Developing successful writing teachers: Outcomes of professional development exploring teachers' perceptions of themselves as writers and writing teachers and their students' attitudes and abilities to write across the curriculumin English Teaching-Practice And CritiqueUNIV WAIKATO12(3)pp. 137 - 156
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ArticleWriting and writer identity: the poor relation and the search for voice in personal literacy
Gardner, Paul(2018-01)Writing and writer identity: the poor relation and the search for voice in personal literacyin Literacy52(1)pp. 11 - 19
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