in supporting students to become self-regulated learners
Linda Sinclair, Gareth Rapson, and Verena Watson
persuasive writing (Years 5 and 6)
worked alongside the classroom teacher in the planning
of a 5-week sequence of lessons on persuasive writing.
Strategies that promoted self-regulated learning were
structured into the programme. Six students in that
class were observed. The strategies used both by the
students and the teacher to enhance their writing and
self-regulated learning were identified.
of the classroom programme that led to a self-regulating
presented a variety of models of this text form.
and the probable audiences of these texts were established.
and language features of persuasive texts were identified.
criteria for each feature were developed with students.
modelled each new step. Students practised giving
of writing features were developed and displayed.
focused on emotive words, words that appeal directly
to the reader, auxiliary verbs, sentence starters,
metaphors, and similes.
for persuasive writing that were established by
the class became a criteria list for individual
feedback that supported self-regulated learning
was in charge.
responded as the audience of persuasive texts, rather
than as the 'teacher-expert'.
was specific to the learning goals students had set.
suggested strategies that encouraged self-regulation.
When students utilised these, they were affirmed
a learning community
was an expectation that the students would work
together productively, share ideas, share the writing
tasks, and give each other constructive feedback.
reflective and critical learners
were responsible for their work, both individually
identified the particular criteria they wished to
have as their own learning intentions. When evaluating
their work, they found evidence from their writing.
self-regulated against identified learning goals.
checked their work out with each other, often reading
aloud passages of their work and asking if they
thought their learning goal was being met.
and motivating students
their goals specific and achievable, while still
being reflective of prior work.
one or two criteria from the list to develop
into learning intentions.
incorporating the skills and strategies into other
curriculum areas and to make these links explicit
a good understanding and knowledge of their students
and their learning styles, and the ability and skills
to meet the diversity of their needs.
research, new English ARBs were developed to support
the self-assessment of writing in different text forms.
They can be found amongst other resources by searching
with the keyword "self-assessment" or by clicking