title: Supporting student growth in syntactical fluency as writers: A paired learning approach

authors: Barrett, Sally Jane

subjects: syntactical fluency grammar

abstract: The widespread belief that the traditional teaching of grammar is ineffective in enhancing student writing has contributed to a reduction in the teaching of formal grammar in the New Zealand English curriculum. At the same time and perhaps as a consequence students have little understanding about how language functions and what is needed to communicate effectively in writing. There has been widespread debate about the role grammar might play in enhancing writing effectiveness. This thesis will present the results of an intervention-centred inquiry involving the introduction of syntax in the context of teaching writing. The purpose of the research was to examine whether the teaching of syntactical concepts and structures at point of need enhanced students' writing, and how pairs, writing their stories alongside each other, might be utilised to provide productive, formative feedback. Pre- and post-intervention writing was collected as well as a questionnaire and attitudinal survey data on grammatical knowledge and writing confidence. Students subsequently worked on writing a narrative utilising the grammatical features taught during class activities.  Over an eight-week period, teacher interventions included 'incidental' grammar lessons, inductive lessons where students were guided to notice grammatical patterns, conferencing together over problems, and mini-lessons that involved applying a strategy in the writing pairs. The results indicate significant improvement in areas of fluency and syntactical sophistication.

text: Supporting student growth in syntactical fluency as writers: A paired learning approach The widespread belief that the traditional teaching of grammar is ineffective in enhancing student writing has contributed to a reduction in the teaching of formal grammar in the New Zealand English curriculum. At the same time and perhaps as a consequence students have little understanding about how language functions and what is needed to communicate effectively in writing. There has been widespread debate about the role grammar might play in enhancing writing effectiveness. This thesis will present the results of an intervention-centred inquiry involving the introduction of syntax in the context of teaching writing. The purpose of the research was to examine whether the teaching of syntactical concepts and structures at point of need enhanced students' writing, and how pairs, writing their stories alongside each other, might be utilised to provide productive, formative feedback. Pre- and post-intervention writing was collected as well as a questionnaire and attitudinal survey data on grammatical knowledge and writing confidence. Students subsequently worked on writing a narrative utilising the grammatical features taught during class activities.  Over an eight-week period, teacher interventions included 'incidental' grammar lessons, inductive lessons where students were guided to notice grammatical patterns, conferencing together over problems, and mini-lessons that involved applying a strategy in the writing pairs. The results indicate significant improvement in areas of fluency and syntactical sophistication.

year: 2013

title: Failing a Generation: What literacy is and why it matters

authors: Derby, Melissa

abstract: The concept of literacy and its ownership sparks diverse perspectives, with some viewing it through a Western lens of reading and writing, while others argue for a culturally relative understanding encompassing various forms of expression. However, the author contends that broadening the definition recklessly, potentially excluding essential reading and writing skills, may have dire consequences, particularly for marginalized children. The transformative power of traditional literacy (reading and writing) is emphasized, influencing health, economic, civic, and educational outcomes. The author asserts that insistent expansion of literacy definitions risks harming children, urging a steadfast commitment to traditional literacy to ensure equitable opportunities and societal advancement. With extensive research supporting the pivotal role of literacy, the article advocates for a clear stance on what constitutes literacy to prevent the potential neglect of foundational skills for future generations.

text: Failing a Generation: What literacy is and why it matters The concept of literacy and its ownership sparks diverse perspectives, with some viewing it through a Western lens of reading and writing, while others argue for a culturally relative understanding encompassing various forms of expression. However, the author contends that broadening the definition recklessly, potentially excluding essential reading and writing skills, may have dire consequences, particularly for marginalized children. The transformative power of traditional literacy (reading and writing) is emphasized, influencing health, economic, civic, and educational outcomes. The author asserts that insistent expansion of literacy definitions risks harming children, urging a steadfast commitment to traditional literacy to ensure equitable opportunities and societal advancement. With extensive research supporting the pivotal role of literacy, the article advocates for a clear stance on what constitutes literacy to prevent the potential neglect of foundational skills for future generations.

year: 2023-11-16

title: Taku Manawa: Patterns of alternative health care practices in Aotearoa/New Zealand

authors: Whangapirita, Laura

subjects: Maori

abstract: Currently, there are an increased
number of Māori people seeking alternative
solutions to their health needs. The use of
Rongoa Māori is not just an alternative
health practice, but also a traditional one,
making the practice far more significant
than one that simply meets health needs.

text: Taku Manawa: Patterns of alternative health care practices in Aotearoa/New Zealand Currently, there are an increased
number of Māori people seeking alternative
solutions to their health needs. The use of
Rongoa Māori is not just an alternative
health practice, but also a traditional one,
making the practice far more significant
than one that simply meets health needs.

year: 2003