Harris, McKenzie, Fitzsimmons and Turbill (2003) build on the work of Freebody and Luke (1990) and Luke and Freebody (1999) to map out four sets of writing practices to parallel the four reading practices:
- encode written and visual texts - Text encoder
- compose meaning in written and visual texts - Text participant
- compose written and visual texts for social purposes - Text user
- construct underlying beliefs, views, values and to position the reader viewer - Text analyst
Encoding written and visual texts (Text encoder)
‘What codes do I use to compose this text?’ ‘What patterns, rules and/or conventions do I need to use?’
Text encoder is about using the fundamental features of written and visual texts to inscribe or encode ideas including:
- alphabet
- sounds in words
- spelling
- conventions
- patterns of sentence structure and text in written texts
- line, colour, gaze and distance in images.
Text encoders:
- know the relationship between the spoken and written language
- understand the relationship between written language and images
- have knowledge of graphic symbols, concepts of print, conventions of writing and visual resources and their contexts of use.
Focus questions for teachers
- What knowledge of written language do students need to compose this text?
- What knowledge about visual resources do students need to compose this text?
- What explicit teaching will support students in understanding the language and structure of this text?
- What explicit teaching will support students in understanding the visual resources and composition of this text?
F- Level composers
Level 2 composers
- use encoder practices to convey ideas using familiar words, phrases and images.
Their writing shows evidence of letter and sound knowledge and simple punctuation. They accurately spell high frequency words and words with regular spelling patterns. They draw on and use different media to create events and characters.
They write about personal and familiar topics using a small range of familiar text types. They are aware of an audience and with guidance, use some editing skills to revise their texts. They understand that texts and images can be organised differently to communicate their ideas.
Level 3-4 composers
- use encoder practices to compose a broader range of texts for various purposes. They understand how to use morphemic knowledge and phonic generalisations to identify and write words with more complex letter combinations.
They begin to use paragraphs to organise their thoughts and elaborate on their ideas. They plan, draft and edit their texts with increasing independence.
Level 5-6 composers
- use encoder practices when they confidently draw on their phonic, morphemic, orthographic and etymologic knowledge as they compose more cohesive and sustained texts for an increasing range of purposes and audiences.
They adjust encoding strategies in keeping with the text type and purpose, and plan, draft and edit to reflect their developing style and voice.
Composing meaning in written and visual texts (Text participant)
‘What meanings do I want to convey?’ ‘What is my text trying to say?’
Text participants use their knowledge of topics and the structure of written and visual texts to convey meaning clearly and effectively.
Text participants:
- know about the topic
- know how written texts are organised and structured
- select visual elements and arrange them to compose meaning
Focus questions for teachers
- What experiences and prior knowledge of the topic do students bring to the composition of the text?
- What research and preparation do students need to compose the text?
- What is their knowledge of similar texts?
F- Level composers
Level 2 composers
- use text participant practices to write about topics of personal significance.
They understand that writing and drawing are different and use both to convey meaning. They begin to develop simple editing skills and read back their own writing.
With support, they can discuss elements of familiar texts such as characters and events in narratives or main ideas in a factual text.
Level 3-4
- composers use text participant practices to compose texts about personal experiences and familiar topics which form part of their learning and interests.
They compose texts across a range of known genres. Their use of different strategies, such as graphic organisers, to help develop their ideas and structure their texts according to the text type.
They plan, draft and edit their texts and check meaning in their writing and that of others.
Level 5-6 composers
- use text participant practices to compose texts removed from personal experiences using an increasing range of genres.
They write about more abstract concepts, use a wide range of topic specific vocabulary and connect their thoughts and ideas in various ways. They use notes, synthesise information and structure their texts, editing as they compose and after composing.
Composing written and visual texts for social purposes (Text user)
‘What is the purpose of this text?’ ‘Who is my intended audience?’
Text users know about a range of different texts types or genres, their social purposes and the audiences for which they are designed. Text users also understand which texts are valued within different sociocultural contexts.
Text users:
- understand text types are composed for different social purposes in and out of school
- adjust strategies to achieve a connection between genre and purpose.
Focus questions for teachers
- What knowledge do students have about different genres?
- What knowledge do students bring of the social purposes and uses of the kind of text they are composing?
- What explicit teaching will support students in composing this text for particular purposes?
Level 2 composers
- use text user practices when they compose a small range of familiar genres or texts types which are predominantly of personal significance.
They understand that print has a constant message and some of the various purposes of different texts.
Level 3-4 composers use text user practices when they compose a range of familiar genres or texts types to include those of personal significance and those about less familiar topics.
They include appropriate images and/or drawings to complement their writing, and select a structure, language features and vocabulary specific to the text type. They plan, draft and edit with guidance.
Level 5-6 composers
- use text user practices when they create and structure texts which demonstrate effective use of and control over language and/ or visual resources across a large repertoire of genres or text types.
They independently plan, draft and edit their texts to meet the purpose and audience and to ensure clarity of meaning.
Establishing a particular viewpoint, engaging the reader/ viewer – (Text analyst)
‘What position do I want to promote?’ ‘How do I want to do that through the resources I use?’
Text analysts use their composition skills to promote particular ideas or values, persuade readers/viewers of a viewpoint or engage them in ways which generate personal meaning from the text. Text analysts draw on their own reading and viewing experiences to compose new texts.
Text analysts:
- understand that texts they compose are crafted according to their values, views and interests
- know that texts they compose carry bias, opinion and viewpoint
- know that texts they compose position readers and viewers differently, and both constrain and influence them.
Focus questions for teachers
- What knowledge do students bring of the ways this text can be designed to represent particular views and interests?
- What explicit teaching will support students in developing critical language awareness of the ways language works to create particular meanings in their written texts?
- What explicit teaching will support students in developing critical awareness of the ways visual elements works to create particular meanings in their visual texts?
Level 2 composers
- use text analyst practices to discuss opinions about their texts and the texts of others, and compose texts which express their views or opinions in simple ways.
Level 3-4 composers
- use text analyst practices when they begin to compose texts to entertain or which have a sense of audience and purpose.
Level 5-6 composers
- use text analyst practices when they compose texts which they know present a particular viewpoint, which have clarity of meaning and which also reflect their developing voice and style.
References
Harris, P., Fitzsimmons, P., McKenzie, B. & Turbill, J. (2003). Writing in the primary school years. Tuggerah, NSW: Social Science Press.
Freebody, P. & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect, 5, 7–16
Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Practically Primary, 4 (2), 5-8.