ERIC Number: EJ1186905
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1358-684X
EISSN: N/A
'Doing' Persuading: Actively Constructing Knowledge, Voice and Self
Davies, Molly
Changing English: Studies in Culture and Education, v25 n3 p264-274 2018
I explore a series of incidents in my English classroom, which occurred while I was preparing my students for their high-stakes GCSE English Language exam ('Paper 2: Writers' viewpoints and perspectives'). I thereby attempt to confront some of my own failings and biases with regard to non-fiction and the teaching of persuasive writing in particular, as well as to unleash the huge potential I now believe it offers, when combined with the multi-voiced space of a classroom, for creative play and the productive skills of English. In doing so I argue, drawing on Vygotskian notions of the internalisation of concepts and the developmental benefits of play, that in order for truly 'productive' learning to occur, students need agency and a sense of empowerment to construct knowledge together, and to experiment with and develop their understanding of and flexibility with their own 'voice'.
Descriptors: Self Concept, English Instruction, High Stakes Tests, Test Preparation, Persuasive Discourse, Writing Instruction, Authors, Language Tests, English, Concept Formation, Student Empowerment, Secondary School Students, Foreign Countries, Achievement Tests, Exit Examinations, Creativity, Play, National Curriculum
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A