engteacherabroad.files.wordpress.com · Web view2020. 10. 25. · A Language for Life, Bullock...
4
What Matters in English: writing What do we want to achieve for students? What we want to achieve is ‘spontaneity (…) surviving the transition from artlessness to art’ Teachers hoping to ‘extend the pupil’s power as a writer’ need to ‘work first upon his intentions and then upon the techniques appropriate to them.’ The role of the teacher is to support young learners in finding ‘new techniques (…) appropriate to their novel intentions.’ A Language for Life, Bullock Report 1975 Meaning is foreground – intentions are centre stage. Looking at examples from the EMC write section. The crafting of voice can get lost in our desire to teach structures, e.g. KS2 fronted adverbials. Allowing pupils to use writing to craft voice is important. Pupils need to have the space to offer their opinion on the texts they read before analyzing them to death. What questions would help to develop pupils’ response to text? Definitely something that can be a focus in KS3 and year 10 with initial reading of the non-fiction texts. Questions to prompt thinking What did I like about this text? What did I learn from this text? What did I agree with? Is there anything I disagreed with?
Transcript of engteacherabroad.files.wordpress.com · Web view2020. 10. 25. · A Language for Life, Bullock...
What Matters in English: writing
What do we want to achieve for students?
What we want to achieve is ‘spontaneity (…) surviving the transition from artlessness to art’
Teachers hoping to ‘extend the pupil’s power as a writer’ need to ‘work first upon his intentions and then upon the techniques appropriate to them.’
The role of the teacher is to support young learners in finding ‘new techniques (…) appropriate to their novel intentions.’
A Language for Life, Bullock Report 1975
Meaning is foreground – intentions are centre stage.
Looking at examples from the EMC write section. The crafting of voice can get lost in our desire to teach structures, e.g. KS2 fronted adverbials. Allowing pupils to use writing to craft voice is important.
Pupils need to have the space to offer their opinion on the texts they read before analyzing them to death. What questions would help to develop pupils’ response to text? Definitely something that can be a focus in KS3 and year 10 with initial reading of the non-fiction texts.
Questions to prompt thinking
What did I like about this text? What did I learn from this text?What did I agree with? Is there anything I disagreed with?
We have narrowed the teaching of writing to the teaching of analytical writing with a number of constraints. There are a variety of ways in which pupils can respond to a text.
Pupils responding in any way they see fit. Creative response, a critical response, a creative critical respond.
The essay
Again, arguing about pupils developing their voice – a personal take – a bright idea or a series of bright ideas. Something we have lost? Examiner reports even comment on the lack of a personal voice – valid and authentic points have been lost. Reflections on unseen poetry where personal voice comes through.
Knowing the components of grammar but it being about choice. Pupils drawing from a repertoire to suit authorial purpose and intention.
Book: reading like a writer – Francine Prose
Activity:
Setting a prompt. Writing. Compare to an exemplar. How this voice been crafted? What could you take from this to improve what you have written to improve your voice?
Finally
