Author: Locke Terry
Publisher: Routledge Ltd
ISSN: 1469-3585
Source: Changing English, Vol.20, Iss.3, 2013-09, pp. : 277-291
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Abstract
This case-study explores the effects of a school-wide writing competition and the implementation of a poetry-writing unit across all junior English classes in a rural New Zealand school. Teacher interview data were thematically analysed using a social constructionist lens. Results highlight the varied strategies adopted by teachers, while indicating commonalities of approach. The competition proved a spur to teachers, challenging them to address matters of activity sequencing and design, and their classroom roles. Somewhat unexpectedly, the competition was found to be an extrinsic motivator that worked
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