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The write rationale : teaching and assessing writing in English home language in the senior phase
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 pr...
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| Format: | Thesis |
| Language: | English |
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School of Education
2015
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| _version_ | 1867613305755926529 |
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| access_status_str | Open Access |
| author | Draper, Matthew |
| author2 | Bakker, Nigel |
| author_browse | Bakker, Nigel Draper, Matthew |
| author_facet | Bakker, Nigel Draper, Matthew |
| author_sort | Draper, Matthew |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/14154 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:34:00.978Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/14154 The write rationale : teaching and assessing writing in English home language in the senior phase Draper, Matthew Bakker, Nigel Education 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. 2015-10-06T14:17:50Z 2015-10-06T14:17:50Z 2013 Master Thesis Masters MEd http://hdl.handle.net/11427/14154 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Draper, Matthew The write rationale : teaching and assessing writing in English home language in the senior phase |
| thesis_degree_str | Master's |
| title | The write rationale : teaching and assessing writing in English home language in the senior phase |
| title_full | The write rationale : teaching and assessing writing in English home language in the senior phase |
| title_fullStr | The write rationale : teaching and assessing writing in English home language in the senior phase |
| title_full_unstemmed | The write rationale : teaching and assessing writing in English home language in the senior phase |
| title_short | The write rationale : teaching and assessing writing in English home language in the senior phase |
| title_sort | write rationale teaching and assessing writing in english home language in the senior phase |
| topic | Education |
| url | http://hdl.handle.net/11427/14154 |
| work_keys_str_mv | AT drapermatthew thewriterationaleteachingandassessingwritinginenglishhomelanguageintheseniorphase AT drapermatthew writerationaleteachingandassessingwritinginenglishhomelanguageintheseniorphase |