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Supporting Extended Writing
Low road transfer happens when stimulus conditions in the transfer context are sufficiently similar to those in a prior context of learning to trigger well-developed semi-automatic responses.
High road transfer, in contrast, depends on mindful abstraction from the context of learning or application and a deliberate search for connections: What is the general pattern? What is needed? What principles might apply? What is known that might help? Such transfer is not in general reflexive. It demands time for exploration and the investment of mental effort.
If they’re doing it in English – why can’t they do it in my subject?
Salomon, G., & Perkins, D. (1988, September). Teaching for transfer. Educational Leadership, 22-32.
Explain/analyse the planning and organisation of recording sessions, within health and safety requirements.
Write a description of your composition.
Why did people believe in witches in the 16th and 17th century?
Explain/analyse how Steinbeck uses language to influence the reader’s view of Curley.
Explain/analyse how Steinbeck uses language to influence the reader’s view of Curley.
“Curley attacked his
stomach and cut off his
wind”
“Curley’s rage exploded”
“He slashed at Lennie with his left, and then smashed down
his nose with a right”
An example from a Year 9 student
Steinbeck uses powerful verbs in chapter 3 of ‘Of Mice and Men’ to influence the reader’s view of Curley. “he slashed at Lennie with his left and then smashed down his nose with a right”. The powerful verb “smashed” suggests that something has broken into loads of pieces because when you smash a plate for example, it breaks beyond repair. Perhaps the other powerful verb “slashed” runs along side of it as alliteration to suggest Curley’s fists have different was of fighting. Furthermore, maybe Steinbeck uses “slashed” to suggest that when Curley is hitting Lennie he is not only hurting him physically, he’s also breaking his emotions on the inside; “slashing” their dreams; “slashing” the light and letting in the dark; “slashing” the goodness inside of Lennie to get him to fight. This has influenced my view of Curley – I do not feel sorry for him. He is clearly using his power as the boss’ son and is dangerous to both Gorge and Lennie.
Explain/analyse how Steinbeck uses language to influence the reader’s view of Curley.
“Curley attacked his
stomach and cut off his
wind”
“Curley’s rage exploded”
“He slashed at Lennie with his left, and then smashed down
his nose with a right”
Explain/analyse how Steinbeck uses language to influence the reader’s view of Curley.
“Curley attacked his
stomach and cut off his
wind” “Curley’s rage exploded”
Let’s start together…
Complete as a share piece of writing.
Now look at someone else’s work…
Annotate it for the key ingredients (like we did together at the start).
To complete the process you’d then
be expected to analyse a quote by
yourself – independently.
“His arms gradually bent at the elbows and his hands closed into fists. He stiffened and
went into a slight crouch.”
The result is… This results in…
As a result… Resulting in…
Initiating… Triggering…
The effect of this is… As a consequence…
Consequently… Inevitably…
This, in turn, causes…Furthermore…This suggests…
Because…Perhaps…
You need to know the ingredients for every piece of writing you ask your students to do…
To explain how/why something
works/has happened
chronological order
present tense active voice third person connectives related to sequencing
and cause and effect Paragraph cohesion
may include a glossary of key words impersonal language
Writing to explain
Super-challengeTriggering…
The effect of this is… As a consequence…
Consequently… Inevitably…
This, in turn, causes…Furthermore…
You need to know the ingredients for every piece of writing you ask your students to do…
To explain how/why something
works/has happened
chronological order
present tense active voice third person connectives related to sequencing
and cause and effect Paragraph cohesion
may include a glossary of key words impersonal language
Writing to explain Core:This suggests…
Because…Perhaps…
Challenge:The result is…
This results in… As a result…
Resulting in…Initiating…
Your first challenge task…
Create an ingredients list for an extended piece of writing you ask your students to complete.
Want more of a challenge? Begin to differentiate your ingredients list (like we did with the connectives).
Need some help?Take a look at some of the help sheets at the front.
Your second challenge task…
Create an example of the writing you are asking for.It does not need to be ‘perfect’…in fact it can be very constructive to have an example which needs a little
attention.
We must be able to identify the ingredients within your example.
Want more of a challenge? Begin to differentiate your examples – can you create an A/A* a B and a C example?
Your last challenge task…
In your lessons use the materials you’ve created today and follow
the sequence for writing.
I’ve created these PowerPoint slides…might they be useful?
Your last challenge task…
Extended writing task title
Here is an example … what are the key ingredients? Let’s annotate them…
Do we need to find the key words within the question? What are we being asked to do?
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Having seen the example what are the key ingredients we must include?
* ** * *
So let’s start this one together…
How could I start?
Over to you!
Want more of a challenge? ...................................................................................................
Need some help?...................................................................................................
Don’t forget to include our key ingredients:*****
Would this be useful to support extended writing?
