Objectivity and critique: The creation of historical perspectives in senior secondary writing

Matruglio, Erika

doi:10.1007/bf03651966

Cited by 3 publications

(3 citation statements)

References 17 publications

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“…Fang and Schleppergrell (2010) echo the call to engage learners in meaningful writing practices arguing teachers not only need to make these practices 'visible' to students but also allow students to critique them. Other researchers have also argued for the inclusion of Systemic Functional Linguistics to develop discipline relevant literacies (Martin, 2013;Matruglio, 2016). In addition, the Learning Guide for Business (QSA, 2009) outlines many other 'writing to learn' practices that could be taught.…”

Section: Discussionmentioning

confidence: 99%

“…This focus on disciplinary literacy is also obvious in research on writing, with a move towards a more domain-specific 'writing to learn' in the discipline areas (Martin, 2013;Matruglio, 2016;Van Drie, Van Boxtel, & Braaksma, 2014). Researchers argue that in the primary years, students frequently write more general text genres and apply general reasoning strategies, but this tends to change in secondary school and beyond where writing tends to be more discipline based Martin, 2013, Matruglio, 2016. In clarifying their developmental approach to 'writing in the disciplines', Klein, Boscolo, Gelati and Kirkpatrick (2014) argued that whilst secondary students may be taught discipline specific research strategies in some areas (e.g.…”

Section: Literature Review -Teaching Writing In the Disciplinesmentioning

confidence: 99%

“…The latter involves two key sets of skills for composition (the processes of writing -e.g., pre-writing, planning, drafting, revising, editing, publishing) or sometimes referred to as authorial skills (Mackenzie, Scull, & Bowles, 2015) and transcription or secretarial skills including punctuation, spelling, grammar, capitalization, handwriting/keyboarding. Whilst some of these authorial and secretarial skills are developed in primary schools, texts become more complex in the secondary years (Martin, 2013;Matruglio, 2016).…”

Section: Writing To Learnmentioning

confidence: 99%

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The business of writing to learn in business: Examining writing practices through the lens of practice architectures

Hager

Kitson²,

Grootenboer³

2019

AJLL

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Over the last two decades, changes in educational policies have led to increased teacher accountability and the advent of high stakes testing. In Australia, concern has been expressed over the results from international and national tests such as NAEP and NAPLAN Key stakeholders in education have therefore, explored ways to improve learner results. One way to improve results might be through improving writing teaching practices. There is a plethora of research available providing models and strategies to improve writing teaching practices. One strategy is to teach 'writing for learning' practices. However, questions remain over whether teachers are enacting these models and strategies in their writing teaching practices, and what might be impacting the inclusion of these writing teaching practices at the local site level. This article describes one writing teaching practice of a middle school teacher at an independent school in Queensland, Australia. The theory of practice architectures was employed to interrogate the enabling and constraining conditions that were evident as this teacher went about teaching writing practices in a Year 9 elective subject, Business Studies. The research found that whilst the teacher taught aspects of 'writing for learning' practices, the practices and practice architectures at the site formed a complex nest of interrelationships that impacted each other. In this article, we argue that, in order to change practice, it is necessary to change the conditions that both enable and constrain the teaching of writing practices.

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Section: Discussionmentioning

confidence: 99%