Direct instruction fit for purpose: Applying a metalinguistic toolkit to enhance creative writing in the early secondary years

Journal article


Humphrey, Sally Louise and Feez, Susan. (2016). Direct instruction fit for purpose: Applying a metalinguistic toolkit to enhance creative writing in the early secondary years. Australian Journal of Language and Literacy. 39(3), pp. 207 - 219.
AuthorsHumphrey, Sally Louise and Feez, Susan
Abstract

This paper reports on a language-based model of direct instruction known as text-based, or genre, pedagogy, customised in collaboration with English teachers in four Australian secondary schools to teach creative writing in Years 7 and 8 classrooms. A distinctive feature of this pedagogy is a shared metalanguage used to make visible to students the literacy demands of specialised discourse, in this case, the specialised discourse of creative writing. We demonstrate the use of the metalanguage at four different levels of language, in order to build visible bridges from more general patterns of language use, in this case, the generic structure of narrative, to specific grammatical patterns that require more specialised terminology

Year2016
JournalAustralian Journal of Language and Literacy
Journal citation39 (3), pp. 207 - 219
PublisherAustralian Literacy Educators' Association
ISSN1038-1562
Scopus EID2-s2.0-85011977898
Page range207 - 219
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationAustralia
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