Developing Writing (CLA)

Question 1

Notes:

Answer 1

Writing involves:
- Combining words & sentences to CONVEY IDEAS
- Recognising that writing generally has an AUDIENCE
- Using recognisable DISCOURSE and GENRE CONVENTIONS-
- Manipulating language to achieve specific PURPOSES

Writing uses a common and agreed CODE OF SYMBOLS - individual GRAPHEMES combine to make words.

Writing is only effective when the order is right: syntactical order and the spelling and orthography of words.
[ORTHOGRAPHY = the study of the use of letters and the rules of spelling in a language.]

Question 2

To be able to write, children have to use:

Answer 2

• The vocabulary system & associated meanings of words & phrases (lexis)
• Sentences to create meaning (grammar)
• Graphemes that relate to phonemes & other devices to create prosody effects (E.g. punctuation can be used to show changes in phonology etc.)
• Social conventions within certain types of written texts (pragmatics)
• Cohesive structures (discourse)
• The layout of texts, use of graphemes and images to create meaning (graphology)
• Variations in language to suit audience, purpose & context (register)

Writing is much more PRESCRIPTIVE than speech - it follows established rules

Question 3

Stages of Writing:

Answer 3

• Drawing
• Letter-like forms
• Copied letters
• Child’s name and letter strings
• Words
• Sentences
• Texts

Children initially create shapes + images which become words and ultimately whole texts.

Question 4

Emergent writing

Answer 4

Emergent Writing: children’s early scribbles.

Typical Emergent Writing:
- Aged 3-4
- letters in child’s name are clearly written, the rest resembles scribbles
- shows AWARENESS OF CONVENTIONS such as directionality (working L to R)
- SPACES between scribbles shows awareness that letters are individual entities
- some shapes resemble letters

At 4(ish), letters are recognisable and text is multimodal - conveying meaning through pictures and writing

Question 5

KROLL’s FOUR STAGES OF WRITING DEVELOPMENT

Answer 5

KROLL (1981) STAGES
- PREPARATION (up to 6): Basic motor skills acquires alongside some principles of spelling
- CONSOLIDATION (7/8): Writing is similar to spoken language - more colloquial register, unfinished sentences, strings of clauses joined by ‘and’
- DIFFERENTIATION (9/10): Awareness of writing as separate from speech emerges. Understand of writing for different purposes and audiences evident.
- INTEGRATION (Mid teens): Development of personal voice, controlled writing, appropriate linguistic choices made

Question 6

CATHY BARCLAY 7 STAGES

Answer 6

CATHY BARCLAY (1996) STAGES:
STAGE 1: SCRIBBLING STAGE:
- Random marks on a page
- Writing and scribbles are accompanied by speaking
STAGE 2: MOCK HANDWRITING STAGE
- Writing + drawings
- Produce wavy lines which is their understanding of lineation
- Cursive writing
STAGE 3: MOCK LETTERS
- Letter are separate things
STAGE 4: CONVENTIONAL LETTERS
- Usually involves writing the name as the first word
- child usually puts letters on a page but is able to read it as words
STAGE 5: INVENTED SPELLING STAGE
- child spells in the way they understand the world should be spelled - own way
STAGE 6: PHONETIC SPELLING STAGE
- Attach spelling with sounds
STAGE 7: CORRECT SPELLING STAGE
- Are able to spell most words

Question 7

Understanding Genre

Answer 7

Understanding REGISTER is important to be able to meet genre requirements.

Children have to learn that VOCABULARY choices and GRAMMATICAL constructions contribute to the overall TONE of a text.

PURPOSE and AUDIENCE are also important and the relationship between WRITER and READER.

As writing progresses, PRAGMATIC awareness becomes more sophisticated. Pragmatic skills make writing less mechanical and more engaging.

Children have to learn the pragmatics of POLITENESS on invitations and certain types of letters. They learn conventions of letter layout and using the address ‘Dear’: they also learn persuasive devices! They learn how to select the correct REGISTER and level of FORMALITY for different contexts.