Developing a differentiated model for the teaching of creative writing to high performing students

Journal article

Ngo, Thu Thi Bich. (2016). Developing a differentiated model for the teaching of creative writing to high performing students. English in Australia. 51(2), pp. 63 - 73.
AuthorsNgo, Thu Thi Bich
Abstract

Differentiating writing instruction has been a puzzling matter for English teachers when it comes to teaching creative writing to high potential and high performing (HPHP) students. The lack of differentiation in creative writing pedagogy for HPHP students in Australia is due to two major issues: (1) teachers’ lack of high-level linguistic and pedagogical knowledge and (2) insufficient curriculum support. The paper discusses current practice in HPHP education in the area of creative writing and demonstrates the types of knowledge required of teachers to enable them to extend beyond a regular curriculum and effectively differentiate their teaching in terms of content and process.

Year2016
JournalEnglish in Australia
Journal citation51 (2), pp. 63 - 73
Page range63 - 73
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/8q28x/developing-a-differentiated-model-for-the-teaching-of-creative-writing-to-high-performing-students

Log in to edit

Restricted files

Publisher's version

  • 266
    total views
  • 0
    total downloads
  • 3
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Modelling Paralanguage Using Systemic Functional Semiotics - Theory and Application
Ngo, Thu Thi Bich, Hood, Susan, Martin, J, Painter, Claire, Smith, Bradley and Zappavigna, Michele. (2022). Modelling Paralanguage Using Systemic Functional Semiotics - Theory and Application Bloomsbury Academic.
Exploring a systemic functional semiotics approach to understanding emotional expression in singing performance : Implications for music education
Ngo, Thu and Spreadborough, Kristal. (2022). Exploring a systemic functional semiotics approach to understanding emotional expression in singing performance : Implications for music education. Research Studies in Music Education. 44(3), pp. 451-474. https://doi.org/10.1177/1321103X211034694
Teacher orchestration of language and gesture in explaining science concepts in images
Ngo, Thu, Unsworth, Len and Herrington, Michele. (2022). Teacher orchestration of language and gesture in explaining science concepts in images. Research in Science Education. 52(3), pp. 1013-1030. https://doi.org/10.1007/s11165-021-10011-z
Digital storytelling and teachers' disciplinary multiliteracies
Humphrey, Sally Louise, Ngo, Thu Thi Bich and Wang, Tingjia. (2021). Digital storytelling and teachers' disciplinary multiliteracies. In Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education pp. 59-84 IGI Global. https://doi.org/10.4018/978-1-7998-5770-9.ch004
Teaching multimodal literacy : A focus on the comprehension and representation of gesture in oral interactions
Ngo, Thu. (2019). Teaching multimodal literacy : A focus on the comprehension and representation of gesture in oral interactions. In In de Silva Joyce, Helen and Feez, Susan (Ed.). Multimodality across classrooms : Learning about and through different modalities pp. 115-127 Routledge. https://doi.org/10.4324_9780203701072-8
Gesture as transduction of characterisation in children's literature animation adaptation
Ngo, Thu. (2018). Gesture as transduction of characterisation in children's literature animation adaptation. Australian Journal of Language and Literacy. 41(1), pp. 30 - 43.
Gesture as transduction of characterisation in children’s literature animation adaptation
Ngo, Thu. (2018). Gesture as transduction of characterisation in children’s literature animation adaptation. Australian Journal of Language and Literacy. 41(1), pp. 30 - 43.
Reworking the appraisal framework in ESL research : Refining attitude resources
Ngo, Thu and Unsworth, Len. (2015). Reworking the appraisal framework in ESL research : Refining attitude resources. Functional Linguistics (online). 2(1), pp. 1 - 24. https://doi.org/10.1186/s40554-015-0013-x
Marginal words-sophisticated attitudinal meaning making resources in the Vietnamese language: Implications for the shaping of Vietnamese teaching in the Australian curriculum: Languages (Vietnamese)
Ngo, Thu Thi Bich. (2014). Marginal words-sophisticated attitudinal meaning making resources in the Vietnamese language: Implications for the shaping of Vietnamese teaching in the Australian curriculum: Languages (Vietnamese). Babel. 49(1), pp. 26 - 35.
Enhancing expressions of attitudes: Achieving equity for international students in everyday communication
Unsworth, Len, Feez, Susan and Ngo, Thu. (2012). Enhancing expressions of attitudes: Achieving equity for international students in everyday communication. TESOL in Context. S3, pp. 1 - 10.