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Abstract

Despite an intense focus on improving Australian students’ writing performance in recent years, and comprehensive instructional advice to English teachers, researchers have noted a lack of gains in standardised writing tests and negative effects on student engagement and learning. In this paper we claim that these outcomes are partly attributable to current orthodoxies around how writing is conceptualised, taught and tested. In reviewing relevant literature and drawing on a case study with low SES students, we propose the need for more diversity in the ‘what’, ‘how’ and ‘why’ of students’ writing experiences. In putting this case, we are not arguing that the current intense focus on technical and rhetorical competence (the ‘how’ of writing) should be abandoned, but rather that students can benefit from more focus on and say in the ‘what’ and ‘why’ of this activity.

Item Type:	Article
Authors/Creators:	Lovejoy, V and Thomas, D and Mow, L and Edgar, C and Alford, S and Prain, V
Keywords:	writing, pedagogy, low-stakes, high-stakes, learning
Journal or Publication Title:	English in Australia
Publisher:	Australian Association for the Teaching of English Inc.
ISSN:	0155-2147
Copyright Information:	Copyright 2020 the authors
Related URLs:	Google Scholar: Thomas, D UTAS Profile: Thomas, D
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