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Read, Think, Write

Critical Reading as a Precursor to Critical Writing

Course Overview

Facilitator: Emily Bosco

Start Date: 25th February, 2019

End Date: 5th April, 2019

Format: Online

Accredited Career Stage Level: Proficient Teacher (NSW)

Teaching Standards:

NESA Accredited Hours: 12

Fee: $400 (GST inclusive)

 

Accreditation

For NSW teachers, completing the Read, Think, Write: Critical Reading as a Precursor to Critical Writing online course will contribute 12 hours of NESA Registered PD addressing Standards 1, 2, 3, and 5 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

 
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Course Description

This course is all about teaching students to become critical readers, thinkers, and writers. It has been designed for teachers of Year 9, Year 10, Year 11, and Year 12 English who are interested in learning strategies for teaching approaches to reading that connect the personal to the scholarly, thereby enhancing their students' writing. The modules in this course focus on practical teaching strategies and activities that develop the relationship between reading, reflecting, evaluating, and writing. And, these are strategies that teachers can begin using as they move through the course! A variety of appropriate discursive, imaginative, informative, and persuasive texts have been included within each module to demonstrate the different approaches to reading, ensuring that teachers walk away prepared and inspired.


Who should take this course?

  • Australian Secondary English teachers (Years 9-12) who are interested in ways they can foster a culture of critical reading, thinking, and writing within their classrooms

  • NSW Stage 6 English teachers preparing to teach the Year 11 Common Module: Reading to Write and Year 12 Module C: The Craft of Writing


Modules

Module 1: Critical Reading, Critical Thinking, and Critical Writing (2 hours)

What is critical reading? What is critical thinking? What is critical writing? How are these skill sets related? How can students’ initial response to a text be leveraged in ways that improve disciplinary literacy? This module introduces course participants to the relationship between critical reading, thinking, and writing, and how teachers might go about creating a classroom culture that enables students to become critical readers, thinkers, and writers.

Module 2: Thinking about Literary Value (2 hours)

Which texts have value? Who decides? To what extent does the concept of literary value influence our perception of reading? In this module, participants will consider a number of strategies for getting students to think critically about issues such as: the distinction between classic and popular fiction, the criteria for literary value, and the merits and limitations of the literary canon.  

Module 3: Close Reading (2 hours)

In this module, participants will learn strategies for teaching students how to engage in the close reading of a text. A variety of poems and short prose pieces suitable for students in Years 9-12 will be covered as we focus on ways of teaching the relationship between a text’s craft and its meaning. 

Module 4: Reading Character (2 hours)

In this module, participants will learn strategies for teaching students how to read a text using an understanding of character. In particular, participants will consider how character archetypes can provide readers with a way into the meaning of the text, and how interrogating characterisation opens up possibilities for interpretation.

Module 5: Reading Using Genre and Context (2 hours)

In this module, participants will learn strategies for teaching students how to read a text using the constitutive features of its genre. The genre of utopia is used as a model, along with extracts from Sir Thomas More’s Utopia and Ursula Le Guin’s short story ‘The Ones Who Walk Away From Omelas’. From here, participants will focus on the important role contextual knowledge plays in becoming a critical reader and writer, and how contextual knowledge interacts with genre to improve our understanding of meaning. Using Jonathan Swift’s ‘A Modest Proposal’ as the core text, participants will learn strategies for teaching students to go outside the text in order to enrich their understanding of: genre, form, argument, and theme.

Module 6: Designing Lesson Sequences that Maximise Focus on the Transition from Critical Reading to Critical Writing (2 hours)

In this module, participants will learn how to design lesson sequences that prioritise the movement from critical reading to critical writing.


Assessment

Participants are required to complete 2 assignments.


Materials

The core text for this course is Reading and Analysing Texts: A Companion to Senior English Student Book by Emily Bosco and Anthony Bosco.

A copy of this student book is included in the course fee. Participants will receive this book by week one of the course.


Working Online

This course takes place in the Into English online learning environment. Once you have successfully registered, you will be added into our system and you will receive your login details. The course begins on the advertised start date, and a new module will be unlocked for you each week. There are no set times where you will have to be online for webinars or live conferences. Rather, you will have access to specific course materials in each module, and are required to complete a relevant practical activity, before reporting back to the group online. 


Registration

You can register for this course online, or you can download the registration pack to email or fax to us. 

To complete your registration successfully, you will need a valid school purchase order number. So, be sure to visit our Supplier Information page and grab all the details you will need to raise your purchase order.

Registrations close Friday 22nd February 2019. 

For multiple registrations from one school, please register each teacher separately using either the online form, or the downloadable form. Please use the same school purchase order number for each teacher.


The Fine Print

  • Registrations close Friday 22nd February 2019.

  • Cancellations received after Friday 22nd February 2019 will incur a $50 cancellation fee.

  • Cancellations made on or after Monday 25th February 2019 (the course commencement date) will incur the full registration fee.

  • An invoice will be issued upon receipt of the registration form. The payment terms are 30 days from the invoice date.

  • Participants will be enrolled in the course upon receipt of their registration form.

  • Failure to pay the course registration fee by the due date will result in the cancellation of enrollment and removal from the course.

  • The course must be completed by Friday 12th April. The course is deemed complete when the participant has successfully submitted the 2 course assignments. Upon completion, a Certificate of Completion will be emailed to the participant and their participation will be accredited with NESA.

  • Failure to complete the course by Friday 12th April 2019 will result in a cancellation of enrollment. Enrollment cannot be extended beyond Friday 12th April 2019.

  • If the participant has not received confirmation of registration via email by Friday 22nd February 2019, please contact Into English on (02) 8033 4228 or 0403 850 807, or email emily@intoenglish.com.au

  • This course is non-refundable.