Stage 6 Writing Craft 2: Craft of Writing

This post follows on from last week's overview of writing craft across Stage 6. For that blog, I outlined my approach to Reading to Write for Year 11. Today, I'll share how I approach Craft of Writing for Year 12. 

My approach here is a little less involved than what I do with Reading to Write, and the reason for this is that I prefer a student-led approach. I don't mean student enquiry or anything like that - the idea is just for students to create a portfolio in which they craft their own pieces of imaginative, persuasive, and discursive writing. 

It's also less involved for practical reasons. Reading to Write is mandated as the first module of work for Year 11. By contrast, Craft of Writing usually ends up as the last module undertaken in Year 12. Being last means that the module is subject to all kinds of variables - other modules could have overrun, the teacher may decide that copious amounts of revision is needed for their class in preparation for the Trial HSC... anything could happen, really. So I like to ensure that I only need about 5 weeks for Craft of Writing. This is supplemented by ensuring that a suitable degree of prep work is integrated into Stage 6 leading up to this point.

Anyway, without further preamble, here's what I do.

Craft of Writing

One of the key elements of giving students room to create their own portfolio is in setting them up with a range of supporting material. The previously-outlined approach to Reading to Write is designed to do just this, but another thing that can be done on top of this is ensuring that explicit teaching of writing craft happens on a regular basis throughout all of Year 12. 

Students can chip away at this at the start of every second lesson by engaging in mini-lessons that highlight a literary device or writing technique, with the teacher walking students through short activities in the first 5-10 minutes. Where preferable, these mini-lessons should happen within-context, highlighting writing craft for the Prescribed Texts from the other modules (hence why you may notice a few Nineteen Eighty--Four, Under Milk Wood, The Tempest, and Hag-Seed references throughout my resources - these are my texts from my most recent pattern of study). 

Throughout Year 12: For the mini-lessons, students are given a 'Writology' exercise where they learn about an element of writing craft and then try it out themselves. These are aimed at an Advanced English level. I'll admit there are some obscure ones in here but this unfamiliarity/newness is part of what motivates Advanced students to try them out. It's not expected for students to learn them all by-heart, it's just presented as an ongoing range of tools for them to explore. Said tools are placed in front of students and they pick which ones they like. Some examples:

• Asyndeton
• Parentheses
• Hyperbaton
• Modality
• Pathetic Fallacy
• Iambic Pentameter
• Brachyology
• Shared Lines
• Congery
• Irony
• Symbolism
• Ellipsis
• Anthimeria
• Antithesis
• Stream of Consciousness
• Reported Speech
• Anadiplosis
• Allusion
• Tmesis
• Euphemism
• Motif
• Intertextuality
• Synaesthesia 

Weeks 1-2: This is where the study of the Prescribed Craft of Writing texts begins. I start by introducing the Craft of Writing module, looking at the writing genres, and examining selected prescribed texts.

• Students work through this PowerPoint to explore the different writing genres from the module descriptor. There are certain points throughout where the teacher will need to stop and look at some of the Prescribed Texts from Craft of Writing. The ones I use, as included in this PPT, are 'Eulogy for Gough Whitlam' by Noel Pearson (persuasive), 'Eight Days in a Corset' by Siri Hustvedt (discursive), and 'Love and Honour and Pity and Pride and Compassion and Sacrifice' by Name Le (imaginative).
• Each time we look at one of the Prescribed Texts, students complete a schema to analyse it - resource here.
• On top of the ones we look at as a class, I also include another three Prescribed Texts for students to read and choose from on their own. I wanted to give my Advanced students a range of options to look at so that there's some level of differentiation at work. The other texts I offer the class are 'How to Marry Your Daughters' by Helen Garner, 'Spotty-Handed Villainesses' by Margaret Atwood, and 'That Crafty Feeling' by Zadie Smith. 
• We also look at some poetry - 'Mastering the Craft' by Vernon Scannell (which came recommended to me courtesy of some ETA professional learning), 'O What is That Sound' by W.H. Auden, and a piece of poetry that I've written myself (I think it's important for English teachers to be vulnerable with their own writing and share with students as part of building a collaborative writing culture). 

This is all a lot more open-ended than how I do Reading to Write. Some other things we might do:

• Examine and annotate a page from one of the Prescribed Texts.
• Have students evaluate one of the Prescribed Texts by writing some guided dot points outlining their ideas on the text's context, a summary of the text, what they see as the text's thematic core (thesis), how effective the text is in using writing craft to get the author's thesis across, and what their final verdict on the piece is and why.
• Getting 'Up-Close' with Noel Pearson's Eulogy for Gough Whitlam - resource here.

The Assessment Task should also be introduced by this point so students can start working on it:

Assessment Portfolio

It's not a complicated assessment task. I didn't want students to get bogged down asking about assessment specifications and getting stuck on passing individual sections of the task before moving on to the next one. The idea is for students to just write! They create three drafts and then turn ONE of these into a polished piece with a reflection. Get them started as soon as possible. 

Weeks 3-5: Students continue analysing the Prescribed Texts and working on their portfolio. Part of the drafting process in any of my classes is for students to show their work to their peers and give/get feedback. Now, this can be a very difficult hurdle to overcome - you have to create a culture of peer feedback, which I mentioned back in the Reading to Write blog. 

Peer assessment is valuable because it: 

1. Helps students articulate their thinking with appropriate metalanguage while giving feedback to their peers (this helps with their reflective writing).
2. Helps break down the kind of competitive culture that can occasionally make high-achieving classes a little toxic. 
3. Helps students learn how to draft their work by using feedback. 

Once a student has picked which of their three pieces they want to revise, they're required to show it to a peer for feedback before I'll give them my teacher feedback. Teacher feedback can be used as a 'carrot' to reward students who have shared with their peers first. Peers use this scaffold to help make the process less confronting.

To break things up, a lesson can also be spent engaging in Socratic discussion. This approach is outlined here. And some questions relevant to Craft of Writing for Socratic discussion can be found here.

I don't mandate the incorporation of material from the Prescribed Texts into the assessable writing pieces but I found that nearly all my students drew inspiration from the pieces anyway due to the recency of examining them, plus they incorporated material they had gathered from the Writology mini-lessons. 

It's a wonderful experience to read reflections where students explicitly referred to what they had learned and explained what inspired the craft and technicality of their own writing processes. It builds confidence for students in regard to their own writing ability, and it's a reassuring process for teachers to be involved in too.

Revision: At the end of it all, students can revise the entire module, using the HSC Seminar below:

• Craft of Writing PPT
• A booklet of material that goes with the above PPT. 

New Assessment Approaches in Stage 6 English

The 2019 ETA Conference emphasis the progression of 'Passion to Practice', which covers a range of conceptual pedagogies for their implementation in the English classroom.This particular session was borne of consideration pertaining to Outcome 9 in the NSW Senior English syllabus and the new HSC specifications rolled out by NESA in the past 18 months.

Extract: With the arrival of the new HSC specifications for Stage 6, the time has never been better for examining new approaches to essay writing that take students away from the stress and anxiety of formal exam settings. In this presentation we will cover how peer editing, conferencing, annotation, and Assessment as Learning can be used to build both confidence and valuable writing skills in senior English students. Teachers will also be given access to a variety of materials that can be adapted to their own classrooms and a number of Year 11 and 12 modules. 

Here is the presentation, which covers multimodal assessment, peer editing, conferencing, lexical density testing, feedback (or analytical) criteria, and dynamic assessment.

• New Assessment Approaches

(I'll add here, as it's as good a place as any, that none of this is really 'new' - it's just new in the sense that these approaches provide alternatives to commonplace formalised assessment strategies that require stripping back in light of the new HSC specifications).

Here are the resources that go with the presentation:

• Resources

Thanks!

Incorporating Drafting into Extended Response Assessment Tasks

With the advent of NESA's stipulations for HSC Assessment, in which students may only sit one formal examination per subject (including essays set in this fashion), there is now an increased need to senior students to practise the writing of extended responses in a meaningful fashion. Prior to the new rules, students might have written essays in assessable conditions anywhere up to 3 or 4 times across their final schooling year, but now this is no longer possible.

One way to get around this is to incorporate drafting into an assessable essay. This takes away the formalised examination context and - in the spirit of what NESA is hoping for - allows for a less stressful approach to essay writing in which students can engage with assessment as learning. 

There are two examples here for different subject areas, both of which were written for the older syllabus that ended this year. Regardless of your KLA, it's worth checking out both of them as they represent different approaches to the drafting process.

• Advanced English Example

• Modern History Example

Both tasks utilise an analytical marking criteria (as opposed to the holistic style rubrics used for HSC marking). It's a different way to mark than what we may be used to, however, it's imperative to use an analytical-styled criteria when undertaking assessment as learning as it allows the students to identify specific skills they can work on to consolidate strengths and address weaknesses. 

The holistic marking grid (in which student ability is represented in bands of grouped criteria) is specifically designed as the absolute end point of the learning process, IE. This style of criteria gets used for HSC marking because the students don't get to see how they're marked at this point. An analytical marking grid (in which specific skills are addressed with their own independent marks) is designed to offer meaningful feedback to the student, and this is often what a lot of Australian universities use for their humanities courses when demonstrating to students what criteria they need to address when submitting assignments.

Anyway! In terms of the resources attached above:

The Advanced English task requires students to submit a draft at some point before the final submission date. In terms of making their drafting visible to the marker, 5 of the 25 marks have been allocated to a reflection statement that they must attach to their final submission. 

The Modern History task strips back the differentiation of skills (it's only a 15 mark response) in order to take the pressure off students who are being asked to do multiple drafts. The drafting process is incorporated here as a non-mandatory due date, which works as thus:

• Students submit a draft about one week before the final due date. Students can't be penalised if they don't submit at this time - it isn't mandatory and it isn't the final due date.
• The teacher marks the drafts and gives them back to the students with feedback.
• Students have an option to re-submit on the final due date for re-marking. If they choose not to do this then they take the mark they've already been given instead.

Roughly half the students in this scenario re-submit a new draft for marking. The other half aren't interested in "doing the assessment task twice" and will take the mark they've been initially given. It turns out to be a remarkably efficient approach as you get to finalise marks for half the students before the final due date.  

I'll write another blog down the track once I've had a chance to develop more assessments in response to the new syllabus.