– Assignment 3

Section One

Section Two

Reference List

Appendix A

Appendix B

Appendix C

Exercise

Use several self-created texts as the basis for discussion around the development of your professional writer identity and your understanding of processes of written composition. Apply this experiential knowledge, along with theories of literacy, to construct a pedagogy of writing to be applied in the classroom to meet the needs of a diverse range of young developing writers.

Assessment 3: Exercise This assignment requires you to create a Learning Portfolio of Writing to include: Section 1: A discussion of how your identity, as a writer, and your understanding of the processes of written composition have developed during the unit.

In addition to citing supporting references to the literature, draw on entries in your writer’s journal and at least three pieces of polished writing (developed from the writer’s journal) to demonstrate your self-exploration as a writer (1000 words).

Give each of the three pieces a title and append them to section 2. When referring to each piece in the text reference the title.

Section 2: 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, the theories of writing introduced in the unit, literacy teaching strategies and academic citations (1000 words).

This is resources

Cremin, T. (2015) Exploring teachers’ identity positions as teacher-writers and writer-teachers in the classroom in Turnbill, J. Brocke, E. and Barton, G. (2015) (Eds) Teaching writing in today’s classrooms: Looking back to look forward:, Sydney, Association Literacy Educators Association (ALEA).

WritingteachersTCreminfinalORO.docx Click for more options

Gardner, P. (2018) Writing and writer identity: the poor relation and the search for voice in ‘personal literacy’. Literacy 52(1)

Gardner – Personal Literacy.pdf Click for more options

Horst, P. (2012) Flipping the switch: Teaching Grammar in context with middle school students through writer’s workshop. The Virginia English Bulletin 62(1)

Flipping the switch- Teaching Grammar in context with middle school students through writer’s workshop.pdf Click for more options

McMahon Giles, R., & Wellhousen Tunks, K. (2010) Children write their world: Environmental print as a teaching tool. Dimensions of Early Childhood, 38(3)

Children_Write_Their_World .pdf Click for more options

Pritchard, R.J. & Honeycutt, R.L. (2005) Process Approach to Writing Instruction, in MacArthur, C.A., Grahame, S. & Fitzgerald, J. (eds) Handbook of Writing Research. New York: Guilford Press.

Process_Approach_to_Writing_Instruction_Chapter_19.pdf Click for more options

Sabeti, S. (2016). Writing creatively in a museum: tracing lines through persons, art objects and texts. Literacy 50(3)

Writing Creatively – Sabeti.pdf Click for more options

Assignment 3 Rubric

(0-4 marks)

(5- 9 marks)

(10-14 marks)

(15 -17)

(16-20 marks)

Discussion of writer identity, compositional process and evidence of original works.

(20 marks)

The writing is descriptive and may lack clarity. Three original pieces of writing have been referenced and submitted.

A well written piece in relation to three original works in Appendix, but there is either a partial discussion of how the writer’s identity has developed or understanding of the compositional process.

A very well written piece in relation to three original works in Appendix. There is a good discussion of how the writer’s identity developed, together with understanding of the compositional process. At least three references to academic sources have been cited.

An extremely well written piece in relation to three original works in Appendix. There is a very good discussion of how the writer’s identity developed, together with in depth understanding of the compositional process. At least five references to academic sources have been cited.

An excellently written piece in relation to three original works in Appendix. There is a very insightful discussion of how the writer’s identity developed, together with in depth understanding of the compositional process. More than five references to academic sources have been cited.

(0-4 marks)

(5- 9 marks)

(10-14 marks)

(15 -17)

(16-20 marks)

Explanation of how self-knowledge as a writing teacher will inform your teaching of writing to students. (20 marks)

The writing lacks clarity and there is little evidence of how the acquired knowledge will translate to the classroom.

This section is well written and demonstrates some evidence of how being a writer in the unit has informed the teaching of writing. May include some references to academic sources.

The explanation is very well written around a good explanation of how self-knowledge as a writer will influence the teaching of writing. The writer draws on theories of writing and/ or learning and includes at least three references to academic sources.

An extremely well written explanation of

how self-knowledge as a writer will influence the teaching of writing, demonstrating good understanding of theories of writing/learning with at least five references to academic sources.

An excellently written explanation of how self-knowledge as a writer will shape the teaching of writing. Theories of writing/learning have been adeptly synthesised and include more than five references to academic sources.