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  2. Teaching, Assessing and Improving Writing [LAN6000]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching, Assessing and Improving Writing

  • Unit Code

    LAN6000

  • Year

    2018

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Dr Janet HUNTER

Description

This unit examines the nature and function of writing in school and society, and deals with current theory and practice for the teaching of writing. Critical evaluation of research literature in the area will be undertaken, with attention both to theory and to teaching practice. Teachers will apply their knowledge in practical contexts, with some scope for specialisation in specific areas of interest.

Equivalent Rule

Unit was previously coded LAN5000

Learning Outcomes

On completion of this unit students should be able to:

  1. Critique common educational leadership strategies and practices in the field in light of current evidence-based research.
  2. Demonstrate understanding and control of relevant functions and conventions of written language.
  3. Describe and evaluate theories and practices in writing pedagogy.
  4. Develop and apply criteria for the planning, teaching and assessment of writing.
  5. Diagnose and improve student writing.
  6. Identify and respond to content, form and style in student writing.
  7. Select and implement effective practices for teaching writing, tailored to different learners and curriculum contexts.
  8. Use and demonstrate relevant technologies for writing instruction.

Unit Content

  1. Conventions of written language: syntax, spelling, punctuation, coherence, cohesion.
  2. Debates and issues: discovery versus training; process versus genre; imitation versus invention.
  3. Developing instructional plans for specific learners and curriculum contexts.
  4. Diagnosing and improving student writing: structure, content, form, usage.
  5. History and development of writing.
  6. Instructional techniques: modelling, demonstration, patterning and drill, reformulation.
  7. Responding to student writing: aims and methods.
  8. Selections from the following topics reflect the background and different needs of primary, early years and secondary teachers at the Masters level:
  9. Technology in writing: composition on page and screen.
  10. The future of writing -developments in schools and society.
  11. The place of writing in the curriculum: forms and functions; learning area writing.
  12. Theories of writing instruction: developmental, communicative, expressive, rhetorical, procedural, linguistic.
  13. Writing and copyright.
  14. Writing as literary practice: form, style and 'voice'; concepts of authorship; deconstruction.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

JoondalupMount LawleySouth West (Bunbury)
Semester 1Not Offered13 x 3 hour seminarNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

Additional Learning Experience Information

Lectures, workshops, practical experiences, video, on-line discussion.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Literature ReviewLiterature Review50%
Case StudyCase Study50%
ONLINE
TypeDescriptionValue
Literature ReviewLiterature Review50%
Case StudyCase Study50%

Core Reading(s)

  • Derewianka, B. (2011). A new grammar companion for teachers. (2nd ed.). Newtown: Primary English Teaching Association.
  • Graham, S., MacArthur, C. A., & Fitzgerald, J. (Eds.). (2007). Best practices in writing instruction. New York, NY: Guildford Press.
  • Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney, Australia: University of New South Wales Press.
  • n.d. (2016). (C. A. MacArthur, S. Graham, & J. Fitzgerald, Eds.), Handbook of writing research (Second edition.). New York: The Guilford Press.
  • Fisher, R. (2010). Using talk to support writing. Los Angeles ;: SAGE.

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN6000|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching, Assessing and Improving Writing

  • Unit Code

    LAN6000

  • Year

    2018

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Dr Janet HUNTER

Description

This unit examines the nature and function of writing in school and society, and deals with current theory and practice for the teaching of writing. Critical evaluation of research literature in the area will be undertaken, with attention both to theory and to teaching practice. Teachers will apply their knowledge in practical contexts, with some scope for specialisation in specific areas of interest.

Equivalent Rule

Unit was previously coded LAN5000

Learning Outcomes

On completion of this unit students should be able to:

  1. Critique common educational leadership strategies and practices in the field in light of current evidence-based research.
  2. Demonstrate understanding and control of relevant functions and conventions of written language.
  3. Describe and evaluate theories and practices in writing pedagogy.
  4. Develop and apply criteria for the planning, teaching and assessment of writing.
  5. Diagnose and improve student writing.
  6. Identify and respond to content, form and style in student writing.
  7. Select and implement effective practices for teaching writing, tailored to different learners and curriculum contexts.
  8. Use and demonstrate relevant technologies for writing instruction.

Unit Content

  1. Conventions of written language: syntax, spelling, punctuation, coherence, cohesion.
  2. Debates and issues: discovery versus training; process versus genre; imitation versus invention.
  3. Developing instructional plans for specific learners and curriculum contexts.
  4. Diagnosing and improving student writing: structure, content, form, usage.
  5. History and development of writing.
  6. Instructional techniques: modelling, demonstration, patterning and drill, reformulation.
  7. Responding to student writing: aims and methods.
  8. Selections from the following topics reflect the background and different needs of primary, early years and secondary teachers at the Masters level:
  9. Technology in writing: composition on page and screen.
  10. The future of writing -developments in schools and society.
  11. The place of writing in the curriculum: forms and functions; learning area writing.
  12. Theories of writing instruction: developmental, communicative, expressive, rhetorical, procedural, linguistic.
  13. Writing and copyright.
  14. Writing as literary practice: form, style and 'voice'; concepts of authorship; deconstruction.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

JoondalupMount LawleySouth West (Bunbury)
Semester 1Not Offered13 x 3 hour seminarNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

Additional Learning Experience Information

Lectures, workshops, practical experiences, video, on-line discussion.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Literature ReviewLiterature Review50%
Case StudyCase Study50%
ONLINE
TypeDescriptionValue
Literature ReviewLiterature Review50%
Case StudyCase Study50%

Core Reading(s)

  • Derewianka, B. (2011). A new grammar companion for teachers. (2nd ed.). Newtown: Primary English Teaching Association.
  • Graham, S., MacArthur, C. A., & Fitzgerald, J. (Eds.). (2007). Best practices in writing instruction. New York, NY: Guildford Press.
  • Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney, Australia: University of New South Wales Press.
  • n.d. (2016). (C. A. MacArthur, S. Graham, & J. Fitzgerald, Eds.), Handbook of writing research (Second edition.). New York: The Guilford Press.
  • Fisher, R. (2010). Using talk to support writing. Los Angeles ;: SAGE.

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN6000|1|2