Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-28T14:43:35.875Z Has data issue: false hasContentIssue false

Purposeful Writing The Wadeye Workshop and Its Basis

Published online by Cambridge University Press:  22 July 2015

Get access

Extract

Just as the test of the pudding is in the eating, the test of a piece of writing is how well it accomplishes the purpose for which it was written. If a story is written to entertain, then it is well written just to the extent it does this. On the other hand, we wouldn’t expect a dictionary to be entertaining: it’s purpose is to let us look up information about words. There are a wide variety of purposes writing can serve, and these give rise to different genres of writing.

Type
Research Article
Copyright
Copyright © Cambridge University Press 1991

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Black, Paul D. (1987) Teaching composition in a language you don’t know. Paper presented at the Eighth World ongress of Applied Linguistics, University of Sydney, 1621 August.Google Scholar
Bruner, J. (1984). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.Google Scholar
Christie, Frances. (1992). Varieties of written discourse. In Deakin University, School of Education, Open Campus Program (Ed.), Children writing: Study guide (pp. 1151). Waurn Ponds, Vic: Deakin University.Google Scholar
Christie, Frances. (1985) Curriculum genres: towards a description of the construction of knowledge in schools. Paper presented at the Working Conference on Interaction of Spoken and Written Language in Educational Settings, University of New England, Armidale. (nil)Google Scholar
Christie, Michael J. (1985). Aboriginal perspectives on experience and learning: The role of language in Aboriginal education. Deakin University Press.Google Scholar
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56: 1837.Google Scholar
Elliott, Marietta., & McGregor, William. (1969) The place of genre in learning (review article). Australian Review of Applied Linguistics, Series S, No. 6, pp. 113.Google Scholar
Goddard, Cliff. (1990) Emergent genres of advocacy and reportage in the Pitjantjatjara print media. Australian Aboriginal Studies, 1990/ No. 2, pp. 2747.Google Scholar
Gray, B. (1986) Creating a context for the negotiation of written text. In Australian Reading Association (Ed.), Literacy: Selected papers from the 12th Australian Reading Conference in Perth, 1986. Australian Reading Association.Google Scholar
Hammond, J. (1987). An overview of the genre-based approach to the reaching of writing in Australia. Australian Review of Applied Linguistics, 10(2): 163181.Google Scholar
Heath, S.B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.Google Scholar
Holt, John. (1969). How children fail (Penguin edition). Harmondsworth: Penguin.Google Scholar
Martin, J.R. (1984) Language, register and genre. In Deakin University, School of Education, Open Campus Program (Ed.), Children writing: Reader (pp. 2130). Waurn Ponds, Vic: Deakin University.Google Scholar
Martin, J.R. (1990) Language and control: Fighting with words. In Walton, C., & Eggington, W. (Eds.), Language: Maintenance, power and education in Australian Aboriginal contexts (pp. 1243) Darwin, N.T: Northern Territory Press.Google Scholar
Martin, J.R., Christie, F., & Rothery, J. (1987) Social processes in education: A reply to Sawyer and Wilson (and others). In Reid, I. (Ed.), The place of genres in learning: Current debates (pp. 5882). (Geelong, Vic): Centre for Studies in Literary Education, Deakin University.Google Scholar
Northern Territory Department of Education. (1985a). Concentrated language encounters in Aboriginal schools in the N.T. Darwin, NT: Northern Territory Department of Education.Google Scholar
Northern Territory Department of Education. (1985b). English/language core curriculum for Aboriginal bilingual schools T-7. Darwin, NT: Northern Territory Department of EducationGoogle Scholar
Painter, Clare. (1986) The role of interaction in learning to speak and learning to write. In Painter, C., & Martin, J.R. (Eds.), Writing to mean (pp. 6297). Applied Linguistics Association of Australia.Google Scholar
Raimes, Anne. (1984) Anguish as a second language? Remedies for composition teachers. In McKay, Sandra (Ed.), Composing in a second language (pp. 8191). Rowley, MA: Newbury House.Google Scholar
Rumelhart, David E. (1980) Schemata: The building blocks of cognition. In Spiro, R.J., Bruce, B.C., Brewer, W.F. (Eds.), Theoretical issues in reading and comprehension (pp. 3358). Hillsdale, NJ: Lawrence Erlbaum Associates, (nil)Google Scholar
Sansom, Basil (1980). The camp at Wallaby Cross. Canberra: Australian Institute of Aboriginal Studies.Google Scholar
Walshe, R.D. (1982). Every child can write. Rozelle, NSW: Primary English Teaching Association.Google Scholar
Walton, C. (1990) Aboriginal children learning to write. In Howell, J., McNamara, A., & Clough, M. (Eds.), Social context of literacy (pp. 224238). Carlton South, Vic: Australian Reading Association.Google Scholar
Wunungmurra, Wali. (1989). “Dhawurrpunaramirri”: Finding the common ground for a new Aboriginal curriculum. Ngoonjook, No. 2, pp. 1216).Google Scholar