CSCD3082 Lecture Notes - Lecture 10: Mind Map, Learned Helplessness, Mental Model

• School: University of Sydney
• Department: Speech Pathology
• Course: CSCD3082
• Professor: Kimberley Docking, Sarah Masso, Julia Starling, Natalie Munro

Document Summary

Interpretation of qn, retaining info, following instructions. Writing enough content, range of language devices/vocabulary, cohesion. Unsure of what needs to be done getting started. Ha(cid:448)e ideas (cid:271)ut (cid:272)a(cid:374)(cid:859)t (cid:449)(cid:396)ite them down. Unsure of expectations (e. g. , how long is a paragraph) Theo(cid:396)(cid:455) of (cid:373)i(cid:374)d (cid:894)do(cid:374)(cid:859)t k(cid:374)o(cid:449) (cid:449)hat others need to know) limited semantic/ syntactic devices. Overuse of non-specific, spelling and punctuation unelaborated, concrete vocabulary. Lack of exposure to models from reading. Over-focused on spelling, interferes with idea and writing fluency. Issue words (what they have to write about) Points (choose 1 key word for each topic sentence) Write statement sentence for each point (topic sentence for each new paragraph) Talk them through it, build on it. Provide models of what different texts look like, explicit schema. Punctuation: discuss reasons for them, read passage with no punctuation. Spelling weakness holds back lexical choices in writing (sumner et al. , 2016) Typical readers: vocabulary more varied in writing than in oral texts.