Child Written Language - Theory Flashcards
James Britton Types of Writing.
-Suggested no one can learn to write well without being given the chance to write about what matters to them.
-Expressive Writing: the first type of writing that children develop. First person, wholly concerned with themselves. Child explores identity.
-Poetic Writing: ‘literary’ writing, encouraged in early years and leads to children thinking about writing.
-Transactional Writing: writing for purpose, writer is able to detach themselves from writing, adopting impersonal tone.
Vygosky’s Purpose of Writing.
Suggested that writing fulfils three purposes: Building relationships with teachers, aiding learning by allowing organisation and extension of knowledge and categorising/exploring own experiences.
Rothery and Martin Early Writing Theory
-Conducted a study in 1980s and found early writing fell into four categories.
-Observation/Comment: A child makes an observation and comments on it.
-Recount: A chronological account of an event.
-Report: Factual account, not always chronological.
-Narrative: Structurally complex stories.
Frances Christie Extension of Early Years Writing
-Exposition: Writer explores issues and forms an opinion.
-Discussion: Discussion is both sides if the argument.
-Explanation: Identifies an event and explains why it happens and what the consequences are.
Jean Rothery’s Genre Based Approach
-Considered the effectiveness teaching by looking at the purpose of writing and how best it can be fulfilled.
-Teaching often follows: Deconstruction, joint construction and modelling.
Rothery’s Creative Approach
-A child should be allowed to experiment creatively with language using trial and error. No strict correction.
Rothery’s Rule Based Approach.
-Suggests that progress will be more rapid when the child understands the conventions of writing.
Creative Approach- Sedgwick/Craft/Puttnam.
-Believed the recent curriculum has resulted in a ‘narrowing of the learning experience’ and that spontaneity and creativity have been pushed aside.
The Creative Approach- Robinson/Gardener.
-Argued that there is more to intelligence than academic ability and it would be more important to turn to potential creativity.
DfE Current Practice.
-Formation of nouns, adjectives and suffixes.
-Subordination/coordination in sentence formation.
-Correct and consistent use of present and past tense.
-Use of progressive form of verbs in the present/past tense.
-Use of capital letters, full-stops, question marks and exclamation marks.
-Apostrophes to mark omission and singular possession.
Lev Vygotsky’s MKO Theory.
-Believed although children are active participants in language acquisition, they need individual support throughout development.
-Suggested a MKO is needed to scaffold children’s learning and for them to move on to the next stage in writing.
-Mastery of writing comes from using it to satisfy some need to fulfil an intention.
Todorov’s Narrative Theory.
-Suggested all narratives contain equilibrium, disequilibrium, recognition, resolution, and new equilibrium.
Todorov’s Equilibrium.
-Readers are familiarised with setting and characters.
Todorov’s Disruption
-An unforeseen event disturbs equilibrium.
Todorov’s Recognition.
-Narrative acknowledges the disruption.
