The effect of relentless monitoring and grading on teaching writing: An example from two South African schools
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Date
2015
Authors
Journal Title
Journal ISSN
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Publisher
University of Namibia
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.
Description
Keywords
Relentless monitoring, Teaching writing
Citation
Julius, L.H. (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.