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https://hdl.handle.net/1959.11/21353
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DC Field | Value | Language |
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dc.contributor.author | Macken-Horarik, Mary | en |
dc.contributor.author | Sandiford, Carmel | en |
dc.date.accessioned | 2017-06-13T15:14:00Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | International Journal of Language Studies, 10(3), p. 61-94 | en |
dc.identifier.issn | 2157-4901 | en |
dc.identifier.issn | 2157-4898 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/21353 | - |
dc.description.abstract | Teachers commonly assess students' written narratives, but how do teachers recognize and evaluate different aspects of student achievement? For example, how do they tackle the incomplete narrative that includes a creative foray? This paper presents a multifaceted framework for diagnosing and tracking primary and secondary student progress in narrative composition drawing on data from classrooms where teachers were implementing tools from systemic functional grammatics (Macken-Horarik, Love & Unsworth, 2011) - a way of thinking about language with 'grammar in mind' (Halliday, 2002). In systemic functional grammatics the study of wordings is situated within a larger account of language that is contextual, multilevel and multidimensional. The framework presented in this paper offers a means to analyse students' written narratives at different levels of organization (genre, phase and sentence) and different degrees of accomplishment. We show how the framework can be used to take account of strengths and weaknesses in students' crafting of narratives, deployment of interpersonal meanings and control and development of sentence messages. We propose that if a grammatics is to serve assessment practices in English, it should provide grammatically informed ways of diagnosing strengths and weaknesses, illuminate teachers' intuitions about students' achievements and difficulties, and enable them to lead development in writing more effectively. | en |
dc.language | en | en |
dc.publisher | Lulu Press | en |
dc.relation.ispartof | International Journal of Language Studies | en |
dc.title | Diagnosing development: A grammatics for tracking student progress in narrative composition | en |
dc.type | Journal Article | en |
dc.subject.keywords | Creative Arts, Media and Communication Curriculum and Pedagogy | en |
dc.subject.keywords | Curriculum and Pedagogy Theory and Development | en |
local.contributor.firstname | Mary | en |
local.contributor.firstname | Carmel | en |
local.subject.for2008 | 130201 Creative Arts, Media and Communication Curriculum and Pedagogy | en |
local.subject.for2008 | 130202 Curriculum and Pedagogy Theory and Development | en |
local.subject.seo2008 | 970113 Expanding Knowledge in Education | en |
local.subject.seo2008 | 970120 Expanding Knowledge in Language, Communication and Culture | en |
local.profile.school | School of Education | en |
local.profile.email | mmackenh@une.edu.au | en |
local.profile.email | carmel.sandiford@unimelb.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20160831-105448 | en |
local.publisher.place | United States of America | en |
local.format.startpage | 61 | en |
local.format.endpage | 94 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 10 | en |
local.identifier.issue | 3 | en |
local.title.subtitle | A grammatics for tracking student progress in narrative composition | en |
local.contributor.lastname | Macken-Horarik | en |
local.contributor.lastname | Sandiford | en |
dc.identifier.staff | une-id:mmackenh | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:21546 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/21353 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Diagnosing development | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.relation.grantdescription | ARC/DP110104309 | en |
local.search.author | Macken-Horarik, Mary | en |
local.search.author | Sandiford, Carmel | en |
local.uneassociation | Unknown | en |
local.year.published | 2016 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/52d9f6d5-4fc4-4c6d-9a39-33153a36e7c9 | en |
local.subject.for2020 | 390101 Creative arts, media and communication curriculum and pedagogy | en |
local.subject.for2020 | 390102 Curriculum and pedagogy theory and development | en |
local.subject.seo2020 | 280109 Expanding knowledge in education | en |
local.subject.seo2020 | 280114 Expanding knowledge in Indigenous studies | en |
local.subject.seo2020 | 280116 Expanding knowledge in language, communication and culture | en |
Appears in Collections: | Journal Article |
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