Teaching Writing & Creating Texts (EDUC90680)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Overview
| Availability | July |
|---|---|
| Fees | Look up fees |
This subject will examine the productive aspects of language and literacy through the composition of written, audio, visual, and multimodal texts, in spoken, print and/or digital forms. Intersections between theory and creating texts in practice will be explored. Participants will build the professional knowledge and skills required to teach students how to coherently express and develop ideas and communicate information for different purposes, through considered and deliberate choices about text structure and organisation, across a diverse range of text types, and modes. Participants will also reflect on and develop an understanding of themselves as writers/text creators; and of the role of teacher as writer in developing students as writers. Topics include: theory for teaching writing/text composition; writing and creating texts in the current Victorian/Australian Curriculum; social semiotics and designing meaning in different and multiple modes; composing multimodal print and digital texts; pedagogical models for teaching text composition; creativity and imagination in designing meaning; generating ideas; knowledge of function and form to enable students to creatively and purposefully shape meaning; teachers as writers/text composers; assessing student produced texts.
Intended learning outcomes
On completion of this subject participants should be able to:
- Analyse relevant educational theory and research concerning how to purposefully design meaning in creating print, audio and multimodal texts for various purposes
- Demonstrate strong subject and pedagogical knowledge of the productive aspects of literacy to enable the creation of audio, oral, written, visual, and multimodal texts, including print forms, and digital texts using ICT.
- Demonstrate strong understanding of how to purposefully design meaning using different semiotic modes, and to create texts for different purposes;
- Critically analyse and reflect on their own writing as creators of meaning; and articulate pedagogical insights from this process for teaching writing
- Demonstrate knowledge of how to identify and apply appropriate criteria for assessing student produced texts
- Interpret findings from student assessment data to evaluate student progress and make suggestions for modifying and enhancing teaching practice in relation to these findings.
Generic skills
- Critical thinking and reasoning
- Problem solving
- Communication
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Self-reflection, career awareness and lifelong learning
- Active and participatory citizenship
Last updated: 8 November 2024
Eligibility and requirements
Prerequisites
Students admitted to courses/entry points not specified below have no prerequisites for this subject.
Students in the 200-point program of the Master of Education, Master of TESOL or Master of Modern Languages Education, must have completed the following four compulsory subjects*:
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90929 | Understanding Education in Context |
Semester 1 (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
|
12.5 |
| EDUC90930 | Local Literacies in Global Contexts |
Semester 1 (Dual-Delivery - Parkville)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
| EDUC91029 | Understanding the Student as Learner |
Semester 2 (Dual-Delivery - Parkville)
Semester 1 (Dual-Delivery - Parkville)
|
12.5 |
| EDUC91030 | Research in Educational Relationships |
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
Semester 2 (On Campus - Parkville)
|
12.5 |
*Students that commenced their course prior to 2021 may have completed EDUC90830 in place of EDUC91029, and EDUC90900 in place of EDUC91030:
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90830 | The Student as Learner |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
| EDUC90900 | Resilience and Relationships |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 8 November 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
A case study on writing development
| 4th week of the teaching period | 40% |
Portfolio of texts created and reflection essay
| 3 weeks after the end of the teaching period | 60% |
Attendance Hurdle requirement: A minimum of 75% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars, workshops and activities, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 8 November 2024
Dates & times
- July
Coordinator Helen Cozmescu Mode of delivery On Campus (Parkville) Contact hours 24 hours (18 hours face-to-face and 6 hours asynchronous) Total time commitment 170 hours Teaching period 22 July 2024 to 24 August 2024 Last self-enrol date 29 July 2024 Census date 2 August 2024 Last date to withdraw without fail 23 August 2024 Assessment period ends 2 September 2024 July contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 8 November 2024
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Modern Languages Education Course Master of TESOL Course Master of Education Specialisation (formal) Literacy Education - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Additional information for this subject
Subject Coordinator approval required.
- Available to Study Abroad and/or Study Exchange Students
Last updated: 8 November 2024