Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Writing is a crucial skill for success in all subject areas in school. For students to write effectively they need to be scaffolded in explicit ways, using a variety of real world examples. The teaching of writing is a high priority in English curriculum, and this unit will complement core English and literacy curriculum units. It is important for teachers to understand purposes, language features and structures of written texts, so they can teach students to write successfully.

Aims

This unit provides you with an opportunity to deepen your knowledge about effective writing pedagogy. You will learn strategies for a balanced approach to teaching writing, and will identify the features of written text types. You will develop your own writing skills as you write exemplars for students.

Objectives

On satisfactory completion of this unit, you will be effective practitioners who can:

1. Understand and engage with historical and contemporary theories and approaches to teaching writing [QCT standard 2]
2. Identify the language forms and features and textual structures of written texts for effective communication [QCT standard 2]
3. Analyse and evaluate students' writing and develop appropriate intervention strategies to improve their writing [QCT standard 2]
4. Demonstrate a high level of personal written literacy skills [QCT standard 2]

Content

Unit content will be derived from the following topics:

• Historical and contemporary approaches to teaching writing


• Textual structures and language forms and features


• Strategies for improving students' writing


• Writing assessment

Approaches to Teaching and Learning

This unit will be studied through personal research, reading, writing, observation and collaborative learning activities. Activities will encourage experience, analysis, conceptualisation and application of strategies for the teaching of writing. Lectures and workshops will focus students' attention on the theory-practice nexus.

Assessment

Assessments are authentic, linked to the content, underlying principles and unit outcomes. Formative assessment is provided during workshops. There are two items of Summative assessment.Oral and written feedback will be provided to students during workshop activities and on assignment tasks. Students are encouraged to seek feedback on their progress throughout the semester by contacting the unit co-ordinator and tutors.

Assessment name: Professional Plans No.1
Description: Written text type with annotated features and assessment rubric.
Relates to objectives: 2 & 4.
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Professional Plans No.2
Description: Evaluation of a piece of students' writing and a lesson plan to teach an identified aspect of writing that needs improvement
Relates to objectives: 1, 3 & 4.
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Required textbook:

Wing Jan, L. (2008). Write ways: Modelling writing forms (3rd ed.). Melbourne: Oxford University Press.

Recommended references:

Derewianka, B. (1998). A grammar companion for primary teachers. Newtown, NSW: Primary English Teaching Association.

Derewianka, B. (1991). Exploring how texts work. Newtown, NSW: Primary English Teaching Association.

Droga, L. & Humphrey, S. (2005). Grammar and meaning: An Introduction for primary teachers. Marrickville, NSW: Target Texts.

Knapp, P. & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney: UNS Press.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply constructions tasks (including art work)

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 26-Oct-2012