The questions students might ask each other are: This means that compulsory sport can have a bad impact on students’ wellbeing. If studentsįeel bad about themselves then they might quit sport as adults which A school psychologist called Emma says that for some students, sport is an ‘uncomfortable experience’. Some students feel embarrassed, degraded, and belittled about their skill levels and might be bullied by their team mates because they aren’t very good at sport.ġ6% of students in America are overweight, they need to do some activity but compulsory sport is not the solution. Secondly, compulsory sport is a negative experience for students who are not good at sport.
Both students (writer and reader) are then tasked with identifying what makes these sentences convincing, and then applying this learning to another part of the text.įor example, the following sentence from a Year 8 persuasive essay on compulsory sport might be highlighted by the student writer’s peer: They are asked to highlight two to three sentences in the paragraph, or paragraphs they are reading that they find convincing. This strategy is used when students are peer conferencing a piece of writing, such as an argumentative text.
If the activity is done regularly through writing units, students can build up reflections on the writing process in a writing journal. Supports and scaffolds can be adjusted for differing student abilities and confidence, particularly for students for whom English is an additional language/dialect. What did they learn about language and their own writing through this process? Students can be led in a sharing time once the reading has completed, where they reflect on their experiences reading their work aloud, and experiences of listening to others.
In the context of narrative writing, the teacher might ask for students to share a paragraph that includes 2-3 sentences that use expanded noun groups well (for example, ‘a kind-hearted soul in the shape of a lonely old man leaning on the window’) or employs particular types of figurative language such as metaphor or simile (for example, ‘like a hungry lion grabbing free meat’). The teacher may decide that on the first occasion students share with a small group but then progress to a larger group as confidence is developed. Always consider the ways that you may employ this strategy so that your students feel comfortable to share their writing. This activity can be adapted and focused in in many ways, depending upon the context of the group and purpose of learning. Once each member of the group has shared some of their writing, they discuss how it felt to read to a group who is quiet and listens.Students can be encouraged to record things they hear that they find enjoyable or particularly interesting.The reading moves around the group, but no comments are made about what is read.Students read aloud a few of their sentences to the group.Both also offer students the experience of exploring articulating both the language choices they have made and exploring the effect of their writing on others ( VCELY395 andĪ Quaker Share (Dawson 2009) is used to support students to share their own writing in a group, to build confidence about reading aloud, and to provide them with opportunities to explore the impact of their writing on others.Ī traditional Quaker Share is loosely structured in the following ways: The following strategies support students to focus on the construction of sentences and to develop confidence in talking about their writing. Word level attends to the individual words or groups of words such as nouns/ noun groups. relationships of time, place, causality) (Derewianka, 2011). Sentence level requires examination of the ways in which clauses are combined or how clauses relate to each other (e.g. through the use of connectives) (Derewianka, 2011). passive voice in an explanation, abstract nouns in an argument) as well as to the ways in which the parts of the text are linked (e.g. Text level requires attention to patterns that are evident in different genres (e.g. Often the focus in classrooms is on producing whole texts however, it is important to give students explicit opportunity to pay attention to writing at the text, sentence and word levels (Rose and Martin 2012). Using feedback to increase the sophistication of student writing (writing, reading and viewing).Using and editing punctuation (writing, reading and viewing).Supporting student spelling (reading and viewing, writing).