NTLT 2012 - Text types and writing frames for assignments
• Welcome and background. Bruce/audience. 10 min• What the students get. Discussion groups. 15 min• Trial assignment. Discussion . 10 min• Results Bruce. 10 min• Theoretical underpinnings. Bruce. 5 min• Anything else?
• You‟re a step 2 to 3 reader and writer on a level 3 science certificate.• How might you feel when you get this assignment? Perhaps, consider; – What text do I have to write? – How will it look on the page? – What writing style should I use? – Amend if you like.• Discuss your reactions in your group.• Orally, feedback to us an outline of your group‟s reactions.
Focus questions Current instructions Trial instructions Key words. Word count. Writing Frame very helpful. SentenceWhat’s helpful Deadline. Mark allocation starters. Descriptions of report’s & marking guide. Time sections. Approx word count per management table. section. APA information. Paragraph Reminders to edit and numbering. Knowing it’s a report. write draft. Presentation details.What text type Report. Essay.What writing style Formal, Academic, Technical, ScientificWhat Follow marking guide. Follow the frame.format/layout Double spaced. Headings and sub headings.Other Less to read. Easy to read.
• Schema theory – Content knowledge of the world – Textual forms of texts (Tertiary Education Commission [TEC], 2008, p.25) “ Schemas are activated when a reader sees and starts to read a text. (TEC, 2008, p 25).• Dosher and Corbett (as cited in Marshall, 1991, p.4) define schema as “a memory structure that represents abstract knowledge of an activity or situation, components of the activity, and relations between the components.
• Kintsch and van Dijk (as cited in Marshall, 1991, p.4) refer to textual schema as „formal schema‟ and posit that without it a reader‟s “processing of the text will be haphazard.”• Reid‟s (2010) research at University of Reading, UK, noted an increase in the number of students confused by assignment instructions which suggest a report structure “but which are not clearly defined as a report.” (p.7).
• Assignment instructions as a genre.• Improve quality at course level then programme.• Better data to show causal connection to enhanced learning.
• Marshall, S. (1991). A Genre-Based Approach to the Teaching of Report-Writing. English for Specific Purposes,10, 3-13.• Reid, M. (2010). More than just having the right headings: supporting students’ report writing. Journal of Learning Development in Higher Education (2) 1-17.• Tertiary Education Commission. (2008). Learning Progressions for Adult Literacy and Numeracy: Background Information. Wellington, New Zealand. Author.
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