首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
An Approach to Factual Writing I. The demands of differing nonfiction text —Much of the research into the development of childre
An Approach to Factual Writing I. The demands of differing nonfiction text —Much of the research into the development of childre
admin
2014-01-09
27
问题
An Approach to Factual Writing
I. The demands of differing nonfiction text
—Much of the research into the development of children’s writing has tended to concentrate on personal and (1)_____texts.
—Nonfiction writing often has been (2)_____.
II. Language of (3)_____
A. Powerful forms of language -(4)_____
—Explanation —Report —Discussion
B. (5)_____ the children’s range of nonfictional
writing.
C. Spanning the joint-activity and independent activity phase.
III. Writing frames
A. The (6)_____phase;where we offer our students
strategies to aid writing but they can use without an adult being alongside them.
B. Writing frames:
—A (n) (7)_____outline: keywords or phrases
—Effects: a) Students become increasingly (8)
_____with unfamiliar genres.
b) Students overcome many problems often associated with nonfictional writing.
IV. The genres of writing frames in practical use
A. The (9)_____genre;encouraging the use of previous knowledge.
B. The discussion genre;using a discussion frame.
V. Significance
—(10)_____learning suggests that learning is always context dependent.
—The frame itself is not a purpose for writing.
—Writing frames are helpful to students of all ages and all abilities.
An Approach to Factual Writing
Good morning. Today we are going to talk about a new approach to factual writing. Our literate society demands that we read and write a wide range of texts. It is an observable fact that many of the texts we, as adult members of society, encounter everyday and need to deal with are nonfiction texts. (1) Much of the research of the last few decades into the development of children’s writing has tended to concentrate on personal and fictional texts; (2)nonfiction writing often has been neglected.
The increasing demand that children read and respond to all kinds of writing means that we need to look closely at how we can help students become aware, and develop into competent writers,of differing nonfiction text.
Persuasion, explanation, report and discussion are powerful forms of language that we use to get things done. These forms have been called the language of power,and it can be argued that students who leave our classrooms unable to operate successfully within these powerful genres are denied access to becoming fully functioning members of society. (5) This fact suggests that it is not sufficient for us simply to accept the overwhelming dominance of recounts in our students’ nonfiction writing. We have to do something about broadening their range.
Students too often are expected to move into the independent writing phase before they are really ready; often the pressure to do so is based on the practical problem of teachers being unable to find the time to spend with them in individual support. What is clearly needed is something to span the joint-activity and independent-activity phase.
We have called this additional phase the scaffolded phase—a phase where we offer our students strategies to aid writing but they can use without an adult being alongside them. One such strategy that we are going to explore is writing frames.
A writing frame consists of a skeleton outline given to students to scaffold their nonfiction writing. The skeleton framework consists of different key words or phrases, according to the particular generic form. The template of starters, connectives , and sentence modifiers that constitute a writing frame gives students a structure within which they can concentrate on communicating what they want to say while it scaffolds them in the use of a particular generic form. (8) By using the form students become increasingly familiar with it.
Writing frames were all developed in collaboration with teachers and have been widely used with children throughout the elementary- and middle-school years and across the full range of abilities, including students with special needs. On the strength of this extensive trialing we are reasonably confident in saying that not only do writing frames help students become familiar with unfamiliar genres, but that they also help students overcome many of the other problems often associated with nonfiction writing.
Next, I’d like to talk about the genres of writing frames in practical use. There are mainly two kinds of writing frames in common use.
First,the recount genre. Using a recount frame designed to encourage the use of previous knowledge,9-year-old Rachel wrote about her trip to Plymouth Museum. Her writing suggests that the frame had helped her structure her ideas and allowed her to make sense of what she had seen. It had encouraged her to reflect upon her learning. Her writing is also noticeably different to that which children often produce after an educational visit,that is,a simple retelling of what they did during the day. Rachel here is recounting her learning.
Secondly, the discussion genre. Using a discussion frame helped 11 -year-old Kerry write a thoughtful discussion about boxing. The frame encouraged her to structure the discussion to look at both sides of the argument. Many students of this age have difficulty with discussion because they find it challenging to see things from someone else’s point of view.
The use of a frame should always begin with discussion and teacher modelling before moving on to joint construction and then to the student undertaking writing supported by the frame. This oral, teacher-modelling, joint-construction partem of teaching is vital,for it not only models the generic form and teaches the words that signal connections and transitions, but it also provides opportunities for developing students’ oral language and their thinking. Some students, especially those with learning difficulties, may need many oral sessions and sessions in which their teacher acts as a scribe before they are ready to attempt their own framed writing.
We are convinced that writing in a range of genres is most effective if it is located in meaningful experiences. (10) The concept of situated learning suggests that learning is always context dependent. For this reason, we have always used the frames within class topic work rather than in isolated study-skills lessons.
We do not advocate using the frames for the direct teaching of generic structures in skills-centered lessons. The frame itself is never a purpose for writing. There is much debate about the appropriateness of the direct teaching of generic forms and we share many of the reservations expressed by such commentators. Our use of a writing frame has always arisen from students’ having a purpose for undertaking some writing. The appropriate frame was then introduced if the students needed extra help.
We have found writing frames helpful to students of all ages and all abilities. They have been used with students from ages 5 to 16. However,teachers have found the frames particularly useful with students of average writing ability,with those who find writing difficult, and with students who have special needs in literacy. Teachers have commented on the improved quality and quantity of writing that has resulted from using the frames with these students. That’s all for today’s lecture. Thank you.
选项
答案
Situated
解析
本题为细节题。原句为The concept of situated learning suggests thatlearning is always context dependent.主要依赖于语境的概念,故填入Situated。
转载请注明原文地址:https://jikaoti.com/ti/mR7YFFFM
0
专业英语八级
相关试题推荐
Afterthirtyyearsofmarriedhappiness,hecouldstillremindhimselfthatVictoriawasendowedwitheverycharmexceptthethr
Accordingtothehostess,whatisthereasonforincreasedcompetitioninclothingindustry?
BydrawingontheWorldBank’sprojectionsofsocioeconomicdevelopmentoverthenextquartercentury,researchersattheWorl
Thereisonepartofwomen’smagazinesthateverymanreads.Itisthesectionpopularlyknownasthe"agonycolumns",wherewo
Themajorityofcountriesintheworldspendlargeamountsofmoneydevelopingweaponstodefendthemselvesthoughtheyarenot
WithinEUprimaryeducation,aclearmajorityofpupilschoosetostudyEnglishlikeaforeignlanguage.Indeed,learningEnglis
在西方国家,特别是在美国,人们往往认为时间是和大自然混成一体的,是一件人们逃脱不了的东西.通常,美国人把时间看作是一条大道,或者像一条丝带,向前伸展,通向未来,人们沿着这条时间的大道向前迈进.这条大道又分成很多支道,各管各的事,叫做“在一个时间做一个事情”
中国人饮茶,注重一个“品”字。“品茶”不但是鉴别茶的优劣,也带有神思遐想和领略饮茶情趣之意。在百忙之中泡上一壶浓茶,择雅静之处,自斟自饮,可以消除疲劳、涤烦益思、振奋精神,也可以细啜慢饮,达到美的享受,使精神世界升华到高尚的艺术境界。品茶的环境一般由建筑物
Manyarticlesandbookshavebeenwritteninrecentyearsaboutcultureinorganizations,usuallyreferredtoas"CorporateCult
一个人的生命究竟有多大意义,这有什么标准可以衡量吗?提出一个绝对的标准当然很困难:但是,大体上看一个人对待生命的态度是否严肃认真,看他对待工作、生活的态度如何,也就不难对这个人的存在意义做出适当的估计了。古来一切有成就的人,都很严肃地对待自己的生
随机试题
人们常说“聪明早慧”“大器晚成”,指的是个体身心发展的()
鉴别Graves病与自主性高功能性甲状腺腺瘤最有价值的检查是
男,45岁,肝病10余年,近半年肝区不适,在医院行影像学检查,发现肝脏左外叶有2.8cm占位病变,疑为肝癌。为明确占位病变性质,下列哪项检查最佳
某病人胸痛6h后入院,临床检查ECG未见典型急性心梗改变,为进一步明确诊断应选择
关于行政机关公务员处分的说法,下列哪一选项是正确的?()(司考2008.2.39)
在对存货实行ABC分类管理的情况下,ABC三类存货的品种数量比重大致为( )。
某市拟兴办一家残疾人福利企业,配备职工200人。根据《残疾人就业条例》,该企业中从事全日制工作的残疾人职工至少应有()。
如果研究明朝手工业技术,应查阅的重要文献资料是()。
本次神舟六号载人飞船______的极地考察国旗,是我国极地科考队今年2月份从南极极点带回来的,它曾在极点冉冉升起。填入划横线部分最恰当的一项是()。
下列句子中使用的修辞手法,对应不正确的一项是()。
最新回复
(
0
)