Texts that teach: Examining the efficacy of using texts as models

Abstract

The classical rhetorical tradition advocated imitation as a tool for learning to be an effective orator, and thus foregrounded the pedagogical importance of using texts as models. More recent contemporary research has also flagged the value of using texts as models, enabling explicit attention to how texts work, and scaffolding students' learning about writing. Despite some empirical evidence which points to the efficacy of this approach there is little detailed evidence of how the use of texts as models plays out in classrooms or what pedagogical practices are most supportive of student learning. Drawing on a funded four-year study, including a qualitative longitudinal project following four cohorts of students over three school years, this paper attempts to redress this gap. Through a detailed analysis of episodes of teachers using texts as models, it argues that it is critical to understand the pedagogical actions of teachers using texts as models to avoid text models being a straitjacket, constraining learning about writing, rather than possibilities for creative emulation. We highlight the fundamental importance of establishing a link between linguistic choice and rhetorical purpose so that young writers are inducted into the craft of writing, and empowered to make their own authorial choices.

Grammar re-imagined: foregrounding understanding of language choice in writing

“…Effective metatalk represented a skilful linking of the metalinguistic discussion to the grammar-writing connection which was the learning focus for the lesson. Equally, teachers used the language choices in authentic texts as springboards for discussion, rather than using texts reductively as models to be imitated (Myhill, Lines and Jones 2018). When metalinguistic talk brings together rhetorical purpose and linguistic choice, young writers are supported in recognising how writing is crafted and how they can enact their own authorial agency.…”

Hvordan iscenesetter to lærere skriveundervisning ut fra den samme pedagogiske ressursen, og hvordan nyttiggjør elevene seg av denne undervisningen når de skriver?

“…En britisk intervensjonsstudie, som primaert var ute etter å undersøke sammenhengen mellom kontekstualisert grammatikkundervisning og elevenes skriving, inkluderte også bruk av modelltekster (Myhill et al, 2012;Myhill et al, 2018). Modelltekstenes funksjon var å bidra til at de språklige aspektene som var i fokus i undervisningen, ble kontekstualisert.…”

“…Funnene i denne studien er interessante av flere grunner. For det første finner forskerne at forutsetningene for at grammatikkundervisningen skulle ha en positiv effekt på elevenes skriveutvikling, var at de språklige aspektene måtte knyttes til elevenes skriving (Myhill et al, 2012, s. 8;Myhill et al, 2018). For det andre poengterer forskerne at det kun var i klasser der laereren hadde gode grammatikkunnskaper at intervensjonen hadde utslag.…”

“…Klasseromsobservasjoner viste at faglig trygge laerere tilrettela for kontekstualiserte diskusjoner om språklige trekk, og de oppfordret elevene til å ta egne språklige valg. Laerere med svak grammatikkompetanse opererte med forenklede regler, de hadde problemer med å knytte grammatikkundervisningen til elevenes skriving, og de medierte modelltekster som maler elevene skulle følge (Myhill et al, 2018).…”

Thinking differently about grammar and metalinguistic understanding in writing

“…Our own research (Myhill et al, 2012;Jones et al, 2013;Myhill et al, 2013;Watson and Newman, 2017;Myhill et al, 2018a;Myhill et al, 2018b) has taken this theoretical framing of a productive role for grammar in the writing classroom and the development of writerly metalinguistic understanding to develop a corresponding pedagogy and to research its efficacy. The design principles underpinning the pedagogy were informed by the theoretical ideas discussed thus far: namely, that purposeful teaching adopts a functionally-oriented approach promoting grammar as choice; that explicit grammatical knowledge about writing is addressed; and that fostering metalinguistic understanding for writing is at the learning heart of the pedagogy.…”