Program Overview

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EDER657 - Writing: Theory, Research, Differentiated Instruction and Assessment

Unit Overview

The unit EDER657 focuses on the complex literacy skill of writing, which requires the integration of various skills such as generating and organizing ideas, grammatical and syntactic knowledge, text structure, transcription skills, and adaptation of word choice. The recent NAPLAN and PISA results indicate that Australian students' writing skills are not progressing as expected, emphasizing the need for more effective writing instruction in primary and secondary schools.

Unit Rationale, Description, and Aim

Writing is a multifaceted skill that involves several complex components. The unit aims to provide students with the knowledge and skills necessary to lead their colleagues in developing effective writing instruction and assessments for students with diverse needs. Students will examine different theoretical models of writing development, analyze and assess research on effective writing instruction, design evidence-based differentiated instruction, and evaluate the effectiveness of their writing instruction.

Learning Outcomes

To successfully complete this unit, students will be able to:

• Define writing and compare different theories and conceptualizations of it
• Locate and evaluate existing research on developing writing skills and instruction
• Design evidence-based writing instruction for diverse groups of students
• Assess which practices and instructional approaches are best suited for different students, text types, and purposes
• Assess different writing skills, provide effective feedback, and monitor student progress
• Evaluate the effectiveness of their writing instruction

Unit Content

The unit covers various topics, including:

• Theoretical models and key components of writing development
• Process models of writing
• Sociocultural models of writing
• Text transcription skills
• Pre-writing strategies
• Sentence structures and punctuation
• Collaborative and creative writing activities
• Strategy development
• Self-regulation and reflexive approaches to writing

Assessment Strategy and Rationale

The unit consists of three assessment tasks:

1. Weekly quizzes (20%) that assess comprehension of the content presented in lectures and readings
2. A written assignment (30%) that requires students to analyze current theories and models of writing and construct an instructional theory
3. A written assignment (50%) that asks students to design an evidence-based writing instruction and assessment plan for a school year

Learning and Teaching Strategy and Rationale

The unit is offered in multi-mode format, supported by a unit Learning Management System (LMS) site. The delivery of the unit facilitates active participation in pedagogical approaches that demonstrate alignment of teaching, learning, and assessment. The unit incorporates online digital resources, online or face-to-face small group collaborative learning, online forum and chat tools, and problem-based learning sessions.

Representative Texts and References

The unit draws on various texts and references, including:

• ACARA National Literacy Learning Progressions
• Graham, S., Bollinger, A., Olson, C. B., D'Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching Elementary School Students to Be Effective Writers: A Practice Guide
• Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades
• Harris, K. R., Ray, A., Graham, S., & Houston, J. (2019). Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties

Credit Points and Year

The unit is worth 10 credit points and is offered in the year 2026.