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Skrivkramp: Genrepedagogens stöttning av skrivprocessen
Umeå University, Faculty of Arts, Department of language studies.
2013 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Abstract

The overarching objective of this study was to explore how three teachers practice and enact scaffolding of their students´ writing processes. The targeted teachers were all inspired by Australian genre pedagogies approach in their work. My ambition was to observe their practices in order to explore how Swedish teachers, by employing genre-based language instruction, support their students´ writing. In the literature review the theoretical points of departure of genre pedagogies will be described, central concepts within the field will be highlighted and earlier research in the field will be described. The results of the study indicate that both teachers and students perceived that they were explicitly supported by the employment of the structure of writing, adhering to a circular model of the writing process, developed within the realms of genre pedagogies. Teachers showed how writing was carefully planned and how their linguistic awareness was enhanced. The observations indicated that the participants were good models, for whom scaffolding was a central concept, thus offering temporary support to their students when needed, but allowing them to transgress the limit of their zone of proximal development when they were ready to developed confidence to encounter the reading and writing assignments. The conclusion is that experienced teachers´ way to relate to their students in the classroom enhances the students´ learning processes and prevent the occurrence of writer´s block.

Abstract

The overarching objective of this study was to explore how three teachers practice and enact scaffolding of their students´ writing processes. The targeted teachers were all inspired by Australian genre pedagogies approach in their work. My ambition was to observe their practices in order to explore how Swedish teachers, by employing genre-based language instruction, support their students´ writing. In the literature review the theoretical points of departure of genre pedagogies will be described, central concepts within the field will be highlighted and earlier research in the field will be described. The results of the study indicate that both teachers and students perceived that they were explicitly supported by the employment of the structure of writing, adhering to a circular model of the writing process, developed within the realms of genre pedagogies. Teachers showed how writing was carefully planned and how their linguistic awareness was enhanced. The observations indicated that the participants were good models, for whom scaffolding was a central concept, thus offering temporary support to their students when needed, but allowing them to transgress the limit of their zone of proximal development when they were ready to developed confidence to encounter the reading and writing assignments. The conclusion is that experienced teachers´ way to relate to their students in the classroom enhances the students´ learning processes and prevent the occurrence of writer´s block.

Abstract

The overarching objective of this study was to explore how three teachers practice and enact scaffolding of their students´ writing processes. The targeted teachers were all inspired by Australian genre pedagogies approach in their work. My ambition was to observe their practices in order to explore how Swedish teachers, by employing genre-based language instruction, support their students´ writing. In the literature review the theoretical points of departure of genre pedagogies will be described, central concepts within the field will be highlighted and earlier research in the field will be described. The results of the study indicate that both teachers and students perceived that they were explicitly supported by the employment of the structure of writing, adhering to a circular model of the writing process, developed within the realms of genre pedagogies. Teachers showed how writing was carefully planned and how their linguistic awareness was enhanced. The observations indicated that the participants were good models, for whom scaffolding was a central concept, thus offering temporary support to their students when needed, but allowing them to transgress the limit of their zone of proximal development when they were ready to developed confidence to encounter the reading and writing assignments. The conclusion is that experienced teachers´ way to relate to their students in the classroom enhances the students´ learning processes and prevent the occurrence of writer´s block.

Place, publisher, year, edition, pages
2013. , 46 p.
Keyword [en]
genre pedagogy, scaffolding, interaction, text structure, explicit teaching
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-65269OAI: oai:DiVA.org:umu-65269DiVA: diva2:603786
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2013-02-13 Created: 2013-02-06 Last updated: 2013-02-13Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
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