The effect of relentless monitoring and grading on teaching writing: An example from two South African schools

dc.contributor.authorJulius, Lukas Homateni
dc.date.accessioned2018-02-20T08:45:08Z
dc.date.available2018-02-20T08:45:08Z
dc.date.issued2015
dc.description.abstractThis 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.identifier.citationJulius, 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.en_US
dc.identifier.urihttp://hdl.handle.net/11070/2148
dc.language.isoenen_US
dc.publisherUniversity of Namibiaen_US
dc.subjectRelentless monitoringen_US
dc.subjectTeaching writingen_US
dc.titleThe effect of relentless monitoring and grading on teaching writing: An example from two South African schoolsen_US
dc.typeArticleen_US
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