You are on page 1of 25

English Secondary Curriculum 2H Assessment Two SID: 17724281

Motivating reluctant writers

Assessment Two
English Secondary Curriculum 1A 2H
SID: 17724281

1
English Secondary Curriculum 2H Assessment Two SID: 17724281

Content

Review of literature………………………………………………….……………………………….………………………………….………………………… 3

Commentary on literature………………………………………………….……………………………………………………….………………………….. 6

Program addressing motivating reluctant writers………………………………………………………………………….………………………… 8

Resources ……………………………………………….………………………………………………………………………………….…………………………. 22

References……………………………………………….………………………………………………………………………………….………………………… 25

2
English Secondary Curriculum 2H Assessment Two SID: 17724281

Review of Literature

Nancy Atwell’s In the Middle: New Understandings about Writing, Reading and Learning (2015) reveals practices that she demonstrates in

writing workshops that motivate the students to write, encourage imagination and creativity, and assist teacher monitoring of students

through various conferences. Atwell states that she wrote the book during a year absence from her own classroom and spent her time in other

teachers’ classroom demonstrating writing workshop approaches. Throughout the reading, Atwell provides practices that encourage a writing

classroom, she declares that student will write if ‘we’ allow them, and that everyone has a story to tell (Atwell, 2015, pg. 171). She advises

against assigning topics to students, referring to it as ‘writer’s welfare’ and students will ask for topics to be handed out to them (Atwell, 2015,

pg. 171). With the students coming up with their own ideas at the start, it allows them to engage and reflect on their own personal

experiences and building on their writing to create a draft.

Atwell reveals the routines to the writing workshop which can be broken up and adopted into the classroom. Through each routine

addresses the purpose of getting students to write, and how to approach situations where students are reluctant. According to Atwell, writing

is idiosyncratic, and getting students writing is an easy thing to do (Atwell, 2015, pg. 171). She demonstrates this through the practices of mini-

lessons to encourage creativity and sharing personal knowledge of writing, as well as brainstorming techniques, modelling, labelling, drafting,

and encouraging students to keep a daily writing folder.

3
English Secondary Curriculum 2H Assessment Two SID: 17724281

In students producing personal knowledge about writing, it can address students’ reservations and reluctancy on writing – such as not

knowing how to punctuate dialogue or set up a business letter – giving the teacher a scope on the skills and abilities of the students and

addressing their lack of motivation to write. Additionally, establishing conferences with students, such as status-of-the-day conferences can

assist the teacher in knowing where each student is at with their work. In knowing if a student is not writing much, further interventions and

assistance can be provided, Atwell includes setting a deadline or a contract that the student has to make (Atwell, 2015, pg. 184).

Atwell provides a content conference guideline for teachers to assist students, although she admits that they are situational, they are

important in giving purposeful interactions with students, and encouraging their writing. In The Middle: New Understandings about Writing,

Reading and Learning (2015) further addresses ways to approach students writing, it encourages dependant behaviour, and recognition for

their work where they write to be shown to an audience. It provides valid points in regard to students writing, such as them knowing the

appropriate jargon of writers, the expectations, and the craft of writing through relevant techniques.

There are points in Atwell’s writing that are complimented through other texts, Erika Boas and Susan Gazis The Artful English Teacher

(2016), Susanne Gannon, Mark Howie and Wayne Sawyer’s Charged with Meaning (2010) and Jill Olthouse’s Motivating Reluctant Readers

(2010) demonstrate the importance of conferencing, providing supportive environments, and creating rich tasks. The Artful English Teacher

addresses learner engagement through establishing curiosity, commitment, meaningful connection, and participation, which can be done

through activating prior knowledge, through student voice and autonomy, and social learning and collaborative intelligence (Boas & Gazis,

4
English Secondary Curriculum 2H Assessment Two SID: 17724281

2016, pg. 40-41). It demonstrates various practices in encouraging students to write, such as effective planning, using a Y-chart. Think-pair-

share, and co-operative reading. Charged with Meaning explores the use of encouraging imagination in writing to establish interest in

students, which include changing the narrative viewpoint and adapting a familiar story, which challenges Atwell’s advice on getting students to

write on their own topic rather than self-selection.

However, Olthouse’s Motivating Reluctant Readers suggests practices that differ from Atwell, she argues that these students have mentally

“checked-out” of the English classroom that may be due to various reasons and offers activities to encourage writing including free-writing, fill-

in stories, and collaborative writing. She does offer the practice of writing contracts for students who do the bare minimum in class, to

motivate their writing and create a sense of deadline.

The texts demonstrated offer various practices in order to motivate reluctant writers, it is in the teachers’ best interests to allow the

students to be dependant and autonomous when the situation calls for it, however, when students are reluctant to write due to various

problems, encouragement through effective activities can be useful in the classroom.

5
English Secondary Curriculum 2H Assessment Two SID: 17724281

Commentary on Literature
In approaching the issue of motivating reluctant writers, the literature suggests activities that can initiate autonomy, dependence and

engagement. With the assumption that behaviour management is not needed in the classroom and a routine is established, the practices

provided can lead to more students writing with more effort. The practices of interest are Atwell’s status-of-the-day conferencing, Olthouse’s

writing derby including Atwell’s belief that students’ write about their own topic, having a daily writing folder, and the adapting of familiar

stories demonstrating in Charged with Meaning.

Status-of-the-day conferencing would be beneficial as the teacher knows the status of each student, and which ones are falling behind.

Through the routine of gathering the students’ status shortly before the class ends, students understand the expectation of their progression,

and are aware that the teacher knows of their work. Rewards and consequences are allocated consistently and accordingly, Atwell has

provided the consequences for lack of writing to be setting a deadline and creating a writing contract. In addition, having students maintain a

daily writing folder with all of their writing can present their progression, allowing students to view their work and motivating students to

achieve more through writing.

Olthouse discusses the benefits of a writing derby, which is similar to free writing where students write consistently for around 3

minutes, in addition to Atwell’s belief that students should write about their own topic, the writing derby can assist with students’ motivation

as the short time can initiate a process, getting the students to write about their life experiences or thoughts.

6
English Secondary Curriculum 2H Assessment Two SID: 17724281

In Charged With Meaning, the imaginative re-creation of literature can assist struggling students, in addition to The Artful English

Teacher’s statement that students are more engaged through the activation of prior knowledge, allowing students to adapt familiar stories can

assist with their motivation in writing and engage in creative writing processes.

7
English Secondary Curriculum 2H Assessment Two SID: 17724281

Program: Telling your story

Stage: 4 Suggested duration: 4 weeks

Rationale:

Students will explore a variety of texts that represent an author’s intention of characterization, perspective and understanding of the narrator.

They will examine various texts to develop an appreciation of language features that represent perspective, point of view and shape meaning.

Students will engage in meaningful analysis on the author’s intention of including language features for a purpose, and to encourage a

response from the reader. They will compose their own story throughout the program to be published in the community. They will compose

their own multimodal presentation adapting a familiar story with changes to the narrative point of view and perspective.

Outcomes

A student:

EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different

media and technologies

EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts

8
English Secondary Curriculum 2H Assessment Two SID: 17724281

EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts

EN4-6C identifies and explains connections between and among texts

EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it

EN4-8D identifies, considers and appreciates cultural expression in texts

EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning

References/ Resources:

Robin Klein, Hating Alison Ashley.

iMovie

Powtoon

9
English Secondary Curriculum 2H Assessment Two SID: 17724281

Syllabus content
Students:
ENG4-1A
 recognise, reflect on, interpret and explain the connections between their own experiences and the world in texts

 consider and analyse the ways their own experience affects their responses to texts

 explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices
on the viewer/listener

 recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the
purposes and appeal of different approaches

ENG4-2A
 edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact

 use a range of effective strategies for organising information, ideas and arguments, eg clustering, listing, compare and
contrast, semantic chains, graphic and diagram outlines, and mind maps

ENG4-3B
 develop a sense of personal style and taste in composition and response

 describe and analyse the purpose, audience and context of texts

10
English Secondary Curriculum 2H Assessment Two SID: 17724281

ENG4-4B
 explore and analyse the ways purpose, audience and context affect a composer's choices of content, language forms and
features and structures of texts to creatively shape meaning
 combine visual and digital elements to create layers of meaning for serious, playful and humorous purposes

 plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular
language, visual, and audio features to convey information and ideas (ACELY1725)

 plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to
reflect a diversity of viewpoints

ENG4-5C
 describe and explain qualities of language in their own and others' texts that contribute to the enjoyment that can be
experienced in responding to and composing texts
 critically consider the ways in which meaning is shaped by context, purpose, form, structure, style, content, language choices
and their own personal perspective
 compose a range of visual and multimodal texts using a variety of visual conventions,
including composition, vectors, framing and reading pathway
ENG4-6C
 recognise, explain and analyse the ways literary texts draw on readers' knowledge of other texts and enable new
understanding and appreciation of aesthetic qualities
 compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences

11
English Secondary Curriculum 2H Assessment Two SID: 17724281

 compose texts that make creative connections with, adapt or transform other texts, such as the preparation of promotional
material for a film or book or a narration for a documentary
ENG4-7D
 explore and analyse the ways in which personal experiences and perspectives shape their responses to text
 explore the ways 'story' shapes their experience of and responses to a range of texts, including film and multimedia
ENG4-8D
 recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts

12
English Secondary Curriculum 2H Assessment Two SID: 17724281

Overview of teaching and learning activities

Syllabus content Teaching and learning activities Resources Assessment


ENG4-1A Week 1 Robin Klein, Hating
recognise and analyse the Defining and understanding concepts. Alison Ashley
ways that
characterisation, events
Composing and editing their writing.
and settings are
combined in narratives, Students will have read Hating Alison Ashley, by Robin Klein.
and discuss the purposes Worksheet on
and appeal of different The perspective and point of view definitions of concepts
approaches
- Students will examine the perspective of texts, and the language features that (Appendix 1)
produce it.
ENG4-4B
explore and analyse the Students define and identify: Worksheet on Hating
ways purpose, audience a - Perspective Alison Ashley
nd context affect a - Point of view (Appendix 2)
composer's choices of - Persuasive language
content, language forms
- Emotive language
and features and
structures of texts to - Characterization
creatively shape meaning
Students will complete a worksheet applying the key concepts to questions on Hating
Alison Ashley

Writing Derby: Students’ writing


- Students free-write for 3 minutes on a topic of their choice, which has to be journals
about a life experience such as a situation that occurred at home or at school
where they felt emotional. Teacher model
- Teacher model (Appendix 3) (Appendix 3)
- Will be completed in their writing journal.

13
English Secondary Curriculum 2H Assessment Two SID: 17724281

Syllabus content Teaching and learning activities Resources Assessment


ENG4-2A Editing
edit for meaning by - Students edit their free-writing, including language features that enhance the
removing repetition,
refining ideas, reordering
narrator’s perspective and point of view.
sentences and adding or
substituting words for Status-of-the-day conference after each lesson.
impact Tasks for students:
- Complete worksheets
- Writing derby in writing journal
- Edit their free-writing, including language features that enhance the narrator’s
perspective and point of view

Commentary: Practices from literature


- Olthouse’s class 3-minute writing derby will be used every lesson to motivate
reluctant writers, as students will write about their own experiences and
perspective. Similar to Hating Alison Ashley where the narrative point of view is
from Erika’s perspective. Teacher will model personal experience, as suggested
by Atwell. This practice will be continued, with students’ topic eventually being
selected for them, a practice demonstrated by Atwell.
- Atwell’s status-of-the-day conferencing will be used shortly before each lesson
finishes. The students’ tasks will be on display so that students know what they
should be doing. The conferencing will allow students to know the teacher is
aware of their progress, and it allows students to be aware of their progression
as well.
- Atwell’s daily folder practice is established as a writing journal that students will
keep in the class room, where their work will be saved for future use and
progression.
- Routines established (free-writing and status-of-the-day conferencing),
recommended practice by all of the literature provided in the review and
commentary.

14
English Secondary Curriculum 2H Assessment Two SID: 17724281

Syllabus content Teaching and learning activities Resources Assessment


Week 2
Applying knowledge on concepts to text.
Planning their own writing to publish.
ENG4-1A Robin Klein, Hating
recognise, reflect on,
Writing derby in writing journals: Alison Ashley
interpret and explain the
connections between - Students free-write for 3 minutes on a topic of their choice about their own life
their own experiences and personal experience.
and the world in texts - Students edit their own work. Students’ writing
consider and analyse the
journals.
ways their own Students complete questions responding to questions on Chapter 3, pg. 20-22.
experience affects their Questions:
responses to texts o Why is Alison Ashley attending Barringa East Primary School?
ENG4-1A o Why does Erica hate Alison?
use a range of effective o “You need to walk a mile in another person’s shoes to see where they
strategies for organising pinch”. How does this saying relate to Hating Alison Ashley?
information, ideas o Why do you think Erica lies/fantasises? What gives you this information
and arguments, eg (provide quote/s)?
clustering, listing,
compare and contrast, o Is Erica Jealous? What are some strategies to overcome jealousy?
semantic chains, graphic
and diagram outlines,
and mind maps Students fill out worksheet on planning their own writing
ENG4-2A (Appendix 4). Worksheet on planning
use a range of effective - Teacher moderates, uses strategic writer’s jargon “draft, revise, topic, (Appendix 4)
strategies for organising conference, response, abortion”.
information, ideas - Collaborative writing
and arguments, eg
- Y-chart
clustering, listing,
compare and contrast, - Brainstorming independently
semantic chains, graphic - Students begin their first draft of their composed short story in their writing
journals.

15
English Secondary Curriculum 2H Assessment Two SID: 17724281

Syllabus content Teaching and learning activities Resources Assessment


and diagram outlines, Status-of-the-day conference:
and mind maps - Week 1 tasks must be complete, or individual conference (deadline, writing
contract)
- Writing derby/edit
- Hating Alison Ashley questions
- Collaborative planning/writing
- Independent planning
- Draft 1 of composed story

Commentary: Practices from literature


- Continuation of routines in the classroom: writing derby, status-of-the-day
conferences
- Olthouse suggests collaborative writing to motivate reluctant writers, dependant
on the classroom situation, students may work in pairs, groups or as a class with
the teacher moderating class discussion.
- The Artful English Teacher suggests engagement through student voice, which
can be activated through collaborative learning where suggestions are being
heard. Additionally, the Y-Chart can prompt students to consider more elements
in their writing that lead towards the topic they are to write about.
- Brainstorming through strategic questions can further enhance students’
confidence in writing, according to Olthouse.
- Confidence in the use of writer’s jargon can allow students to understand their
progression, and their specific goal in their writing. Atwell states this is beneficial
for students to name problems and attempt solutions in their writing process.
ENG4-3B Week 3
describe and analyse Changing the perspective and point of view
the purpose, audience an
d context of texts
Editing their composed texts Robin Klein, Hating
Alison Ashley
ENG4-4B Writing derby

16
English Secondary Curriculum 2H Assessment Two SID: 17724281

Syllabus content Teaching and learning activities Resources Assessment


explore and analyse the - Topic introduced: Changing the point of view from a fairy tale story (Little Red
ways purpose, audience a Riding Hood, The 3 Little Pigs, etc.) Students’ writing
nd context affect a
composer's choices of
- Edit their work journal
content, language forms - Share their work with the class.
and features and
structures of texts to Class discussion of differing perspectives and points of view in texts
creatively shape meaning - Does it change the story?
plan, draft and publish
- Does it affect the reader/audience? How?
imaginative, informative - How does the author create a perspective/point of view?
and persuasive texts, - How can this be challenged?
selecting aspects
of subject matter and Perspective in Hating Alison Ashley worksheet (Appendix 5)
particular language,
visual, and audio features
Worksheet (Appendix
to convey information Students share their first draft composed stories 5)
and ideas - Peer review
ENG4-5C
describe and explain Students compose their second draft
qualities of language in
their own and others' Students publish their works, teacher posts them in a class ‘zine’ to share in the school,
texts that contribute to and with the students’ parents.
the enjoyment that can
be experienced in
responding to and Status-of-the-day conferences shortly before each lesson ends.
composing texts - Writing derby, edit and sharing.
- Class discussion (understanding perspective, writers’ intention, and audience
critically consider the response)
ways in which meaning is
- Completing worksheet (Appendix 5)
shaped
by context, purpose, - First draft
form, structure, style, - Peer review
content, language - Second draft

17
English Secondary Curriculum 2H Assessment Two SID: 17724281

Syllabus content Teaching and learning activities Resources Assessment


choices and their own - publish
personal perspective
Commentary: Practices from literature
ENG4-3B - Continuation of routines.
develop a sense of - Atwell states that students can gradually ease into selected writing topics to
personal style and taste avoid ‘writers’ welfare’ – introducing a topic for Olthouse’s writing derby.
in composition and - Charged with Meaning demonstrates engagement through re-writing in another
response
context and creating an adaptation of a story. The Artful English Teacher suggests
engaging students through activating prior knowledge.
- Atwell suggests listening and sharing, where students have sharing and
responding roles to give constructive advice. Motivates readers as they are
required to share their work.
- Atwell suggests students have multiple drafts of their writing in their ‘daily
folder’ (writing journal) to develop their texts and progress their writing.
- Charged with Meaning suggests publishing the work that students write –
making a class zine can allow the students to feel confident and proud of their
work, with the teacher’s assistance in editing and publishing.
Week 4 Robin Klein, Hating
ENG4-7D Assessment: Changing the perspective and point of view through adapting a familiar Alison Ashley
explore and analyse the
ways in which personal
story.
experiences
and perspectives shape - Writing derby:
their responses to text - Topic: Alison’s perspective during a scene in the book (eg. First meeting Erica,
getting chosen as the lead in the play etc.) Students’ writing
ENG4-8D
recognise and explain
- Students edit journal
differing viewpoints - Students share
about the world, cultures,
individual people and
concerns represented in
texts

18
English Secondary Curriculum 2H Assessment Two SID: 17724281

Syllabus content Teaching and learning activities Resources Assessment


Class discussion
- How does personal experience shape the response to a text? Such as Hating
Alison Ashley, can an individual relate to either Erica or Alison, or other
characters? Would that change the way they may respond to the text?
- How are differing viewpoints shown, with relation to Hating Alison Ashley? Assessment task
Techniques eg. Perspective, point of view, narrative voice etc. notification

Assessment task distribution

Status-of-the-day conference
- Writing derby
- Edit
- Class discussion input
- Assessment task notification

- Commentary: Practices from literature


- Assessment task is focused on during this week. Charged with Meaning discusses
evoking students’ imagination and engagement through re-writing texts, The
Artful English Teacher suggests engagement through evoking prior knowledge.
The assessment task is a multimodal presentation of an adaptation of a familiar
text, and a reflection. Students will use their knowledge from the previous weeks
to plan, compose and edit their work with relevance to the outcomes assessed,
which are to represent a different narrative, perspective and point of view. They
will be asked why and how they have done this.

19
English Secondary Curriculum 2H Assessment Two SID: 17724281

Assessment Task

Multimodal presentation and individual reflection

Description:

Students will create a multimodal presentation in small groups (3 people maximum). The presentation will be a creative adaptation of a

familiar story, written from a different point of view and perspective than the original. Students must create the presentation with iMovie or

Powtoon and submit the link along with the script. Students will work independently to write a 500-word reflection on their presentation and

how it addresses the key questions required.

Outcomes assessed:

EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different

media and technologies

EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts

EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts

20
English Secondary Curriculum 2H Assessment Two SID: 17724281

EN4-6C identifies and explains connections between and among texts

EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it

EN4-8D identifies, considers and appreciates cultural expression in texts

EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning

21
English Secondary Curriculum 2H Assessment Two SID: 17724281

Resources

Appendix 1 Appendix 2

Language features Language features in Hating Alison Ashley


Define
Identify the following in Hating Alison Ashley
1. Perspective ___________________________________
6. Perspective ___________________________________
____________________________________________________
____________________________________________________
2. Point of view __________________________________
7. Point of view __________________________________
____________________________________________________
____________________________________________________
3. Persuasive language ____________________________
8. Persuasive language ____________________________
____________________________________________________
____________________________________________________
4. Emotive language ______________________________
9. Emotive language (give example) _________________
____________________________________________________
____________________________________________________
5. Characterization _______________________________
10. Characterization (give example of a character)
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
How do language features enhance the audiences’ response
to characters? What do you think the audience thinks about the character
____________________________________________________ Erica through the perspective and point of view used in
____________________________________________________ Hating Alison Ashley?
____________________________________________________ ____________________________________________________
____________________________________________________ ____________________________________________________
____________________________________________________ ____________________________________________________
____________________________________________________ ____________________________________________________
____________________________________________________ ____________________________________________________
____________________________________________________ ____________________________________________________
____________________________________________________ ____________________________________________________
____________________________________________________
____________________________________________________

22
English Secondary Curriculum 2H Assessment Two SID: 17724281

Appendix 3 Appendix 4

Teachers model of Writing Derby Planning to write

I remember when I was in my room, at this point in


time I was still living with my parents, so I must have Give 5 ideas about what you should write about, the
been about 14 years old. I remember looking for a complication and resolution.
pair of pants that I wanted to wear out, I was angry, 1. _______________________________________________
_______________________________________________
furious, my sister must have taken them. 2. _______________________________________________
I screamed her name, even though I knew she wasn’t _______________________________________________
home, I kept screaming and pulling off clothes from 3. _______________________________________________
my wardrobe and smashing them on the floor. _______________________________________________
I picked up my phone and called her. 4. _______________________________________________
_______________________________________________
“How dare you take my clothes without asking!? 5. _______________________________________________
Actually, how dare you in general!? Don’t take my _______________________________________________
clothes anymore!!!!”
Then I hung up. She messaged me saying she didn’t Choose one idea. In your writing journal:
know what I was talking about. 1. Create a Y-chart with characters, setting, and language
forms as the titles.
“Liar,” I said in my head. 2. Brainstorm the story you have chosen with detail - the
plot should be completed roughly.
I calmed down and thought about other clothes I 3. Edit it and add appropriate language features.
could wear. I found an outfit that would do, just as I
was about to leave my room I noticed something
behind my desk.
“My pants,” I uttered.
Whoops.

23
English Secondary Curriculum 2H Assessment Two SID: 17724281

Appendix 5

Hating Alison Ashley


Final questions

1. Compare the perspective of Erica at the


beginning of the novel, and at the end. Does
she change her way of thinking? About more
than one thing?
2. If the novel was written in a different
perspective, such as different narrative voice,
do you think the audience would have a
different response throughout the novel?
3. Does the perspective encourage the audience
to question their morals?

24
English Secondary Curriculum 2H Assessment Two SID: 17724281

References
Atwell, N. (2015) In the middle, third edition: A lifetime of learning about writing, reading, and adolescents. (Third ed.) Boynton/Cook.

Board of Studies, NSW (2012) NSW Syllabus for the Australian Curriculum: English K-10 Syllabus: Vol 2: English Years 7-10.

Boas, E. and Gazis, S. (eds)(2016), The Artful English Teacher: Over 100 Practical Strategies for the English Classroom, Adelaide: Australian

Association for the Teaching of English.

Gannon, S., Howie, M. and Sawyer, W. (eds) (2010) Charged with Meaning Putney: Phoenix Education.

Olthouse, J. (2010). Motivating Reluctant Writers. Ohio Journal of English Language Arts, 50(2), 27-28.

25

You might also like