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  • Teaching and Assessing Writing: An Australian Perspective

    Author(s)
    Wyatt-Smith, Claire
    Griffith University Author(s)
    Wyatt-Smith, Claire M.
    Year published
    1997
    Metadata
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    Abstract
    This article examines issues of writing instruction and assessment as they relate to an approach to English language education that has been developed in Australia. The approach, put forward by proponents of genre theory, is underpinned by the argument that it is essential for all teachers, and especially English teachers, to have a 'metalanguage' about language education. The expectation is that such a metalanguage makes it possible for teachers and students to develop shared understandings of how written and spoken language works in their various forms. The related argument is that the teacher represents an authoritative ...
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    This article examines issues of writing instruction and assessment as they relate to an approach to English language education that has been developed in Australia. The approach, put forward by proponents of genre theory, is underpinned by the argument that it is essential for all teachers, and especially English teachers, to have a 'metalanguage' about language education. The expectation is that such a metalanguage makes it possible for teachers and students to develop shared understandings of how written and spoken language works in their various forms. The related argument is that the teacher represents an authoritative (as distinct from authoritarian) language user in the classroom and is responsible for teaching the linguistic characteristics of texts as well as the relationship between texts and the cultural and social contexts in which they are produced and received. In this article I examine the 'genre' position and consider its relevance to the business of teaching, learning and assessing in the English classroom.
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    Journal Title
    English in Education
    Volume
    31
    Publisher URI
    https://onlinelibrary.wiley.com/toc/17548845/1997/31/3
    DOI
    https://doi.org/10.1111/j.1754-8845.1997.tb00129.x
    Copyright Statement
    © 1997 National Association for the Teaching of English. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/25136
    Collection
    • Journal articles

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