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dc.contributor.authorAmalia, Nur
dc.date.accessioned2017-08-16T06:19:19Z
dc.date.available2017-08-16T06:19:19Z
dc.date.issued2017-04-04
dc.identifier.citationAllington, R.L. & Cunningham, P.M. (2011). Schools that work where all children read and write. 5th edition. Boston: Pearson/Allyn and Bacon. Anderson, K. (2003). Motivating the Reluctant Writer: A rescue mission for years 3 and beyond. Wellington: Learning Media. Annandale, K., Bindon, R., Handley, K., Johnston, A. Lockett, L. & Lynch, P. (2003). Assessment and evaluation: theory, principles and practices. In K.Annandale, R. Bindon, K. Handley, A. Johnston, L. Lockett & P. Lynch, Firststeps: Linking assessment, teaching and learning 2nd Edition (pp. 85-120).Port Melbourne: Rigby. ISBN 0731239458. Anstey, M., & Bull, G. (2004) Assessing, evaluating and monitoring language and literacy. In M. Anstey & G. Bull. The literacy labyrinth. 2nd edition. (pp. 331-347). Frenchs Forest, NSW: Pearson-Prentice Hall. Christie, F. (2005) Speech and writing (Chapter 4).In Christie, F. Language education in the primary years (pp.48-63). Sydney, N.S.W.: University of New South Wales Press. Clay, M.M. (2001). Change over time in children’s literacy development. Portsmouth, NH: Heinemann. Culham, R. (2009). Using Benchmark Papers to Teach Writing With the Traits: Grades 3-5. USA: Scholastic. Derewianka, B. (1991). Exploring how texts work. Newtown, NSW: PETA. Education Department of Western Australia (1997).First Steps: Writing: Developmental Continuum. Melbourne: Addison-Wesley. Gibbons, P. (2001). Chapter 4 - Writing in a second language across the curriculum: an integrated approach. In, P. Gibbons, Scaffolding Language Scaffolding Learning, Portsmouth: Heinemann. Pages 51-76 Harris, P., McKenzie, B., Fitzsimmons, P. &Turbil, J. (2003) Approaches to writing.In P. Harris, B. McKenzie, P. Fitzsimmons and J. Turbil, Writing in the Primary School Years. Tuggerah, NSW: Social Sciences Press. Hill, S. (2009). Developing Early Literacy: Assessment and Teaching. Melbourne: Eleanor Curtain Publishing. McNiff, J. & Whitehead, J. (2006).All you need to know about action research. London: Sage Publications. National Assessment Program – Literacy and Numeracy. (2010). Writing Narrative Marking Guide. Primary English Teaching Association.(2006). Writing {better} Stories. Newtown: PETA. http://betterlesson.com/lesson/32789/narrative-leads-part-1-action-lead-talking-dialogue-lead- and-sound-effect-lead#/lesson/32789/narrative-leads-part-1-action-lead-talking-dialoguelead-and-sound-effect-lead?from=tree, retrieved on 03 November 2016 at 18:47. Victorian Curriculum and Assessment Authority (2009) Victorian Essential Learning Standards: Level 4, retrieved on 10 September 2016 from http://ausvels.vcaa.vic.edu.au/ausvels/ level4.htmlin_ID
dc.identifier.issn2549-5607
dc.identifier.urihttp://hdl.handle.net/11617/9239
dc.description.abstractOur conversations with friends, family and others, either by talking or writing, are in form of narrative. It is incontestable that narrative is a very important skill because basically our life is a narrative. However, telling narrative in a written form is often challenging for young people to do. Different conventions, such as spelling, grammar, and text structure, in writing require specific skills to encode spoken language and experiences into written language. The focus of this project is to target grade 5 and 6 students’ narrative writing skills. Specifically, it focuses on finding out whether the disengaged writers are reluctant writers or struggling ones. The intervention project limits the focus of the assessments on students’ attitude towards writing and students’ selection and use of ideas to write a narrative piece. Nonetheless, assessments include students’ narrative writing skills and the narrative features of their writings even though it would not be the main focus. A preliminary assessment was conducted to provide an insight why they are disengaged in writing narrative. Students were taught to understand narrative writing convention and were provided with several strategies to improve their narrative writing skills. Students work samples were collected and were analysed based on First Steps Writing Developmental Continuum (1997), Culham’s Traits Scoring Guide (2009) and NAPLAN Writing Narrative Marking Guide (2010). These diagnostic tools gave clear map of students’ capacity to organize a narrative, to include the reader, to build up ideas and to develop characters and settings. The project results teaching plans to escalate students’ confidence in writing narrative and to develop an awareness of narrative features and structure. It also finds that a supportive learning environment is the key for students’learning.in_ID
dc.language.isoenin_ID
dc.publisherMuhammadiyah University Pressin_ID
dc.subjectNarrativein_ID
dc.subjectStruggling Writerin_ID
dc.subjectIntervention Planin_ID
dc.titleNarrative Writing Intervention Plan: Analysis of Students’ Literacy Learning Needsin_ID
dc.typeArticlein_ID


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