Resource+4


 * Resource 4: "Writing Fun" Interactive Website **


 * Description of resource: **

The resource I have chosen to use during this unit of study is the Jenny Eather’s website. The site provides text organisers for primary aged students to assist them with the writing process. The resource provides an engaging alternative in constructing the various text types that students explore throughout the English K-6 syllabus. Additionally, the website outlines the appropriate ways in which to address composing everyday texts such as letters, invitations, emails newspaper reports. The site states the aim of each text type, the structure and what students should incorporate into each of the sections, which tense to write in, possible questions to ask oneself to assist in developing the text and a list of tips about the construction of the text type. In composing the exposition for a specific purpose, students will be ‘motivated and engaged in writing for a real purpose, finding it an exciting engagement with language rather than a task’ (Winch, 2006, p. 342).


 * Links to KLA (HSIE): **

Using the website, students are to produce an exposition stating why their service is necessary for the inclusion in the final planning of a town. Through the construction of an exposition, students will effectively discuss issues addressed in the HSIE social structures strand. The exposition requires students to discuss the relevance of various services provided in a town, using persuasive language to highlight the significance. As each student will be discussing a different service, the importance of thorough content knowledge is epitomised. Through utilising this resource, whereby the expected structure is made clear, students are provided with the appropriate scaffolding to develop a clear argument. With expectations made clear, students are provided with the necessary information to research relevant components of their allocated service. In doing so, students begin to address the content embedded in the HSIE outcome SSS2.7- Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment (HSIE, 2006, p. 21). This will help students to avoid using irrelevant components of a service to construct their exposition. Therefore, the interactive website will effectively assist students in researching and developing an exposition by citing key factors which contribute to the services significance. In addressing these key components, students will gain a broader understanding of the requirements to produce a quality, functioning town as the unit's multimodal text.


 * Links to literacy: **

Using this resource will also build on and further develop the literacy skills of students. As previously mentioned, the website provides a clear structure for the construction of an effective exposition. Each required component of the text type is provided and examples are given to clear up any misunderstandings. As examples are provided students will engage in class discussion surrounding the structure and grammatical features of the provided expositions (outcome RS2.8) (Board of Studies, 1998, p.35). Using the resource as a guide, students will produce an exposition using the appropriate sentence structure, grammatical features and punctuation conventions of the text type. By doing so they are effectively addressing outcome WS2.10 (BOS, 1998, p. 39).

When students edit their expositions, they will combine their individual work with those of other students writing about the same service to construct a joint exposition. These expositions will be incorporated into the booklet for the presentation of the final multimodal task. During this process students will effectively address the outcome WS2.11 as they correct spelling errors (Uses knowledge of letter sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words) (BOS, 1998, p.41). Students begin to develop a better understanding of the concept of audience, consequently editing their work as they begin to see ‘the sense in trying to improve their writing or in making their text more appealing and meaningful for the reader (Winch, 2006, p. 212). In discussing the significance of their allocated service to their classmates students will discuss how their own texts have been structured to achieve their purpose and the grammatical features characteristic of an exposition (WS2.14) (BOS, 1998, p. 47). Through allowing lessons for students to edit, publish and discuss their work, the teacher is creating an effective writing environment. As Winch highlights, “a good writing classroom invites response to children’s writing so that they can be encouraged to further, or improve what they have written, or prepare their work for publication” (2006, p. 353). Furthermore, the use of Jenny Eather's interactive website will significantly contribute to enhancing student understanding and skills in the KLAs of English and HSIE.






 * References: **
 * Board of Studies N.S.W (1998). //K-6 English Syllabus.// Sydney: Board of Studies N.S.W.
 * Board of Studies N.S.W (2006). //K-6 HSIE Syllabus.// Sydney: Board of Studies N.S.W.
 * Eather, J. (2010). //Writing fun.// Retrieved September 26th, 2011, from []
 * Winch, G., Johnston, R.R., March, P., Ljungdahl, L., Holliday, M (2006) //Literacy: reading, writing and children’s literature//, Third edition, South Melbourne, Victoria, Oxford University Press.

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