Implementing purpose‐studies: A humanising approach for bridging the spaces between writers, their worlds and the test

Teachers of young writers often feel pressure to focus on narrow, tested conventions, forms and processes of writing. These pressures can contribute to instruction that does not consider students' interests, experiences, language or cultures, but rather can further deficit views of students who...

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Bibliographic Details
Published in:Literacy (Oxford, England) England), 2024-09, Vol.58 (3), p.278-288
Main Authors: Land, Charlotte L., Elliot, Alison Eike, McKinnon, Barbara
Format: Article
Language:English
Subjects:
classroom‐sited research
Critical literacy
standardised testing
Standardized tests
Teachers
writing
Writing instruction
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Summary:Teachers of young writers often feel pressure to focus on narrow, tested conventions, forms and processes of writing. These pressures can contribute to instruction that does not consider students' interests, experiences, language or cultures, but rather can further deficit views of students whose backgrounds do not closely align with those making decisions about what counts as writing in schools. This paper explores purpose‐studies—an alternative to genre‐studies—Barbara, a fourth‐grade teacher, and Alison, a ninth‐grade teacher, used to help balance the needs of their students, position students as strong and capable writers and prepare students to write for the test and the world beyond the school walls.
ISSN:1741-4350
1741-4369
DOI:10.1111/lit.12378