2.4.5
Other Writing Theories
Other Writing Theories
Other Writing Theories
These theories don’t fit neatly into any category but are still very important to bring into your essay.
Rothery
Rothery
- Rothery divided types of children’s writing into 4 categories:
- Observations and comments – the writer will make observations and evaluative comments.
- Recounts – chronological recounts of events which are subjective. These follows a set pattern of ‘orientation-event-reorientation’.
Rothery cont.
Rothery cont.
- Reports – factual descriptions in an objective manner of events or things – this isn’t usually chronological.
- Narratives – stories. These must follow a set order – the ending cannot come before the middle of the story. Children often find this difficult.
Brice-Heath
Brice-Heath
- Brice-Heath’s very influential research examines how social class and culture affects a child’s ability to make literacy progress.
- She studied three towns in order to investigate this:
Maintown (white middle class)
Maintown (white middle class)
- Plentiful exposure to literacy activities like reading at bedtime.
- Interrogative mood is used to question SPaG understanding.
- Children are encouraged to look beyond the story into wider significance.
- For example, in ‘Little Red Riding Hood’, the parent may encourage the child to be careful who they trust.
Roadville (white working class)
Roadville (white working class)
- Parents were aware of their socio-economic status and wanted their children to perform as well as the Maintown students.
- As with Maintown, children were surrounded by books, however, the interrogative mood was often missing or lacking.
- They start education well, but this deteriorates as time goes on.
Trackton (black working class)
Trackton (black working class)
- The oral style of storytelling is cherished.
- Creativity is key and much more important than accuracy.
- The oral storytelling leads to a lack of books and therefore comprehension of orthography and syntax.
- As a result, students could create a very good story, but are severely behind in writing accurately.
1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
Jump to other topics
1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
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