![]() ![]() I want to emphasize just a few parts, but it is essential that you realise when you are working on the Big six, you are working on the precursors of the reading circuit. If you neglect some aspects that circuitry is not going to be as interesting, or work as well. It's going to be influenced by what it reads, the written language, by your instruction. It happens because of certain principles that begin with the fact that we have neuroplasticity that allows us to create brand new circuits. Reading is a completely new circuit in the brain. Teachers should work with the Big 6 components of reading to make sure this happens:Įvolutionarily, we were never born to read. Neuroscientist, Professor Maryanne Wolf explains every person must build a completely new circuit in their brain to be able to read (2 minutes 12 seconds). Each discipline is a particular focus or emphasis but, from the perspective of the classroom all three are important, as writers need to become increasingly adept at drawing on their linguistic, cognitive and cultural resources.įraming the way you think about teaching writing using these three dimensions should help you plan and implement purposeful, engaging and creative writing lessons. One reason there are these different disciplinary perspectives is because writing is a very complex process involving our thinking and mental processes, our language skills and our social knowledge about writing. Research on writing draws on three very different disciplines – psychology, sociology, and linguistics - which rarely engage with each other. Firstly, I'd like to offer an overview of how research can inform our understanding of writing and learning to write using this diagram to represent the key ideas. In this presentation I'm going to consider what it means to be a teacher of writing. Teaching a child to write is empowering them for the future. Not just as standard written texts such as magazines, newspapers and books but also the myriad forms of digital writing - texts and emails blogs and websites and social media to name but a few. ![]() In our modern digital world writing is everywhere. We know how important reading is, but perhaps we forget just how important writing is. Teaching a child to write is one of the most important things we do. ![]() My hope is that, through this, you'll be able to reflect on your own writing classrooms and how you are nurturing children so that they can become thriving, flourishing writers who enjoy writing and feel that they are independent as authors. Try to think about the teaching of writing as encouraging thinking, discussion and understanding, and not simply about doing. I'll go through each of the dimensions and look at associated classroom practices, but I'll also be emphasising the importance of what I've been calling going meta. But in the writing classroom, we need to take account of all three because children themselves are individual writers with cognitive processes they're in a classroom, which is social and they're using language which is linguistic. I'm going to talk to you about writing, specifically about the three different dimensions of writing in research - cognitive, socio-cultural and linguistic - because they're different angles on writing and researchers research them from different perspectives. Hello, I'm Debra Myhill and I'm a Professor of Education at the University of Exeter in England, and I run a center for research in writing. ![]()
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