Postgraduate Module Descriptor

EFPM318: Writing: the Future

This module descriptor refers to the 2019/0 academic year.

Module Aims

The principal aim of this module is to enable you to develop a stronger theoretical understanding of writing and the teaching of writing which will have a direct impact on your own pedagogical practices and a direct impact on your students’ outcomes in writing.

 

Specifically, the module aims to:

  • develop your understanding of theoretical models of the writing process;

  • support your ability to make connections between theoretical models and your own classroom practice;

  • enable you to articulate and enact an effective pedagogy for writing;

  • nurture your own writing development and sense of ‘teacher as writer’;

  • develop your subject knowledge of grammar and your pedagogical knowledge of teaching grammar; and

  • support your ability to manage effective classroom talk about writing.

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. demonstrate systematic understanding of theoretical models of writing;
2. demonstrate understanding of students’ learning needs in writing and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work which involve writing;
3. demonstrate critical awareness of conceptualisations of creative writing and the role of teacher as writer;
Discipline-Specific Skills4. critically evaluate the relevance of writing research to classroom practice;
5. synthesise relevant writing research literature in support of an argument;
6. use appropriate technologies for data handling and writing in education;
7. present data and findings in a form appropriate for educational contexts;
Personal and Key Skills8. manage your own learning and show the independence required for professional development;
9. learn effectively and be aware of your own learning strategies;
10. demonstrate effective communication by expressing ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; and
11. think creatively about the main features of a given problem and develop strategies for its resolution.

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Beard, R   (2000)  Developing Writing 3-13   London: Hodder and Stoughton

Cremin, T and Myhill, D.A. (2012)  Writing Voices: Creating Communities of Writers  London: Routledge

Dymoke,  S. Lambirth, A. and Wilson, A.  (2013)  Making Poetry Matter: international research on poetry pedagogy  London: Bloomsbury Academic

Fisher, R. Jones, S. Larkin, S. and Myhill, D.  (2010)  Using Talk to Support WritingLondon: Sage

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Hillocks, G  (2006)  Research in Writing, Secondary School 1984-2003  L1 Educational Studies in Languages and Literature 6 (2) 27-51

Kellogg, Ronald. T  (1994)  The Psychology of Writing   Oxford: Oxford University Press

Myhill, D.A and Wilson, A.C.  (2013) Playing it safe: Teachers’ views of creativity in poetry writing  Thinking Skills and Creativity  10: 101– 111  

Myhill, D.A.  Jones, S and Watson, A. (2013)  Grammar Matters: How Teachers’ Grammatical Subject Knowledge Impacts on the Teaching of Writing  Teaching and Teacher Education  36:77-91  

Smith, J and Elley, W  (1998)  How Children Learn to Write  London: Longman

Wilson, A.C. and Myhill, D.A.  (2012) Ways with Words:  Teachers’ Personal Epistemologies of the Role of Metalanguage in the Teaching of Poetry Writing  Language and Education  26 (6):553-568