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- W3141626232 abstract "Scenario One It is period two on a Wednesday morning in the comfortable, peach-toned staffroom of a private girls' school in metropolitan Melbourne. Jacqui and I, who meet here at this time each week, sit closely together at a large table. Jacqui is an English teacher who has agreed to work for the year with me, a researcher, in a school-based study investigating the impact of word processors on students' writing. I record our decisions in the back of my red spirex notebook labeled 8H, Computer Group. The topic for the second argumentative piece of writing for Jacqui's two Year Eight English classes has already been selected: Watching movies is a waste of valuable time. The discussion now focuses on identification of an audience and purpose for the task, and how Jacqui will set it up. Jacqui suggests that Year 12 students would provide a real and appropriate audience and that the purpose should be to evaluate, advise, and persuade. We agree that she'll begin with a mini lesson on the importance of a central thesis, to be followed by small group discussion of how best to support the range of possible contentions. The talk digresses for ten minutes to a lively debate on the applicability to the English classroom of the genre theorists' ideas and the effectiveness of direct teaching of genrebased writing strategies. We are intensely involved in the discussion; our exchange is animated. We listen carefully to each other's comments before responding. We feel the curriculum decisions are mutually arrived at, and we are both satisfied with how the next week's work on writing is panning out." @default.
- W3141626232 created "2021-04-13" @default.
- W3141626232 creator A5036744159 @default.
- W3141626232 date "2016-01-01" @default.
- W3141626232 modified "2023-09-27" @default.
- W3141626232 title "It's not as simple as you think! Collaboration between a Researcher and a Teacher" @default.
- W3141626232 hasPublicationYear "2016" @default.
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