The write rationale : teaching and assessing writing in English home language in the senior phase

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dc.contributor.advisorBakker, Nigelen_ZA
dc.contributor.authorDraper, Matthewen_ZA
dc.date.accessioned2015-10-06T14:17:50Z
dc.date.available2015-10-06T14:17:50Z
dc.date.issued2013en_ZA
dc.description.abstractThe National Curriculum Statement is the most substantive document framing how English teachers are expected to teach writing in English Home Language in the Senior Phase. However, when its implicit pedagogy is evaluated according to what five decades of research and theory have confirmed as best practice, it is found wanting. This is largely due to its foundation in outcomes-based education, an educational philosophy that asserts that all meaningful learning can and must be expressed in objective, measurable terms. This positivist assumption is intrinsically at odds with how writing should be taught. Writing is both imaginative and social. Writing is imaginative in that it draws on non-rational faculties such as intuition, aesthetic sensibility and discernment as much as - if not more than - rational logical thought; writing resists reduction to measurable components. Writing is social in that to teach writing is to introduce and integrate student writers into a broader community of writers and writing. A content-driven writing pedagogy does not support the high level of interaction required between student and teacher. An alternative writing curriculum is proposed here, one that is based upon the best thinking and practice to emerge out of a long and continuing debate about how to teach writing.en_ZA
dc.identifier.apacitationDraper, M. (2013). <i>The write rationale : teaching and assessing writing in English home language in the senior phase</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/14154en_ZA
dc.identifier.chicagocitationDraper, Matthew. <i>"The write rationale : teaching and assessing writing in English home language in the senior phase."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2013. http://hdl.handle.net/11427/14154en_ZA
dc.identifier.citationDraper, M. 2013. The write rationale : teaching and assessing writing in English home language in the senior phase. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Draper, Matthew AB - The National Curriculum Statement is the most substantive document framing how English teachers are expected to teach writing in English Home Language in the Senior Phase. However, when its implicit pedagogy is evaluated according to what five decades of research and theory have confirmed as best practice, it is found wanting. This is largely due to its foundation in outcomes-based education, an educational philosophy that asserts that all meaningful learning can and must be expressed in objective, measurable terms. This positivist assumption is intrinsically at odds with how writing should be taught. Writing is both imaginative and social. Writing is imaginative in that it draws on non-rational faculties such as intuition, aesthetic sensibility and discernment as much as - if not more than - rational logical thought; writing resists reduction to measurable components. Writing is social in that to teach writing is to introduce and integrate student writers into a broader community of writers and writing. A content-driven writing pedagogy does not support the high level of interaction required between student and teacher. An alternative writing curriculum is proposed here, one that is based upon the best thinking and practice to emerge out of a long and continuing debate about how to teach writing. DA - 2013 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 T1 - The write rationale : teaching and assessing writing in English home language in the senior phase TI - The write rationale : teaching and assessing writing in English home language in the senior phase UR - http://hdl.handle.net/11427/14154 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/14154
dc.identifier.vancouvercitationDraper M. The write rationale : teaching and assessing writing in English home language in the senior phase. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2013 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14154en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleThe write rationale : teaching and assessing writing in English home language in the senior phaseen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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