The effect of relentless monitoring and grading on teaching writing: An example from two South African schools select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Julius, Lukas H.
dc.date.accessioned 2016-11-10T09:46:02Z
dc.date.available 2016-11-10T09:46:02Z
dc.date.issued 2015
dc.identifier.citation Julius, H.L. (2015). The effect of relentless monitoring and grading on teaching writing: an example from two South African schools. Namibia CPD Journal for Educators, 2(1), 65-75. en_US
dc.identifier.issn 2026-772X
dc.identifier.uri http://hdl.handle.net/11070/1872
dc.description.abstract This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. Data collection methods consisted of interviews, classroom observations and document analysis. Analysis of the data reveals that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners’ performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Relentless monitoring en_US
dc.subject Grading en_US
dc.subject Teaching writing en_US
dc.title The effect of relentless monitoring and grading on teaching writing: An example from two South African schools en_US
dc.type Article en_US


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