首页
登录
职称英语
An Approach to Factual Writing I. The demands of differ
An Approach to Factual Writing I. The demands of differ
游客
2024-09-17
34
管理
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【T1】texts.【T1】______
—Nonfiction writing often has been【T2】【T2】______
II. The language of【T3】【T3】______
A. Powerful forms of language
-【T4】【T4】______
—Explanation
—Report
—Discussion
B.【T5】the children’s range of nonfictional writing【T5】______
C. Spanning the joint-activity and independent-activity phase
III. Writing frames
A. The【T6】phase: where we offer our students strategies to aid【T6】______
writing but they can use without an adult being alongside them.
B. Writing frames:
—A(n)【T7】outline: keywords or phrases【T7】______
—Effects:
a)Students become increasingly【T8】with a particular genre form.【T8】______
b)Students overcome many problems often associated with
nonfiction writing.
IV. The genres of writing frames in practical use
A. The【T9】genre: encouraging the use of previous knowledge【T9】______
B. The【T10】genre: using a discussion frame【T10】______ [br] 【T6】
An Approach to Factual Writing
Good morning. Today we are going to talk about a new approach to factual writing. 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. 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.
(4)Persuasion, explanation, report and discussion are powerful forms of language that we use to get things done.(3)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.
(6)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.
(7)A writing frame consists of a skeleton outline given to students to scaffold their nonfiction writing. The skeleton framework consists of different keywords 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, and 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.
(9)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.
(10)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.
We have found writing frames helpful to students of all ages and all abilities. 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
scaffolded
解析
本题为要点题。此处讲到We have called this additional phase the scaffoldedphase—a phase where we offer our students strategies to aid writing but they can use withoutan adult being alongside them.即这个附加的学习阶段称为“鹰架式教学”。故填入scaffolded。
转载请注明原文地址:https://tihaiku.com/zcyy/3761565.html
相关试题推荐
MakingandWritingWordsI.AbriefintroductionA.Maki
MakingandWritingWordsI.AbriefintroductionA.Maki
MakingandWritingWordsI.AbriefintroductionA.Maki
MakingandWritingWordsI.AbriefintroductionA.Maki
MakingandWritingWordsI.AbriefintroductionA.Maki
AnApproachtoFactualWritingI.Thedemandsofdiffer
AnApproachtoFactualWritingI.Thedemandsofdiffer
AnApproachtoFactualWritingI.Thedemandsofdiffer
AnApproachtoFactualWritingI.Thedemandsofdiffer
AnApproachtoFactualWritingI.Thedemandsofdiffer
随机试题
Ms.Greenwas______byherbossforsecuringapatentthathelpedincreasetheco
Inagroupof80students,24aretakingphysics,40aretakingmathematics,and
Judgingbythewildlycheeringaudienceattheorgyofconsumerismthatwas
Thesedays,peoplewhodo【C1】______workoftenreceivefarmoremoneythanpe
城市快速路、主干路水泥混凝土路面,应采用道路硅酸盐水泥、硅酸盐水泥、普通硅酸盐水
根据《民事诉讼法》,对法定组织和人员提起审判监督程序的时间未作规定;对当事人申请
背景资料 某公司承建一座高速公路环形立交桥,工程主要内容为:主线高架桥梁、匝道
女性,32岁。因不明原因发热两周来院门诊,体检:心脏有杂音。拟诊感染性心内膜炎感
6岁男孩,3天前右颧碰在桌子角上,当时能哭,现右额颞部头皮隆起.局部触之有12c
建设工程项目信息编码是信息处理的一项重要的基础工作,编码是由一系列()和数字组
最新回复
(
0
)