C​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​onduct a small-scale qualitative investigation into the c

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C​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​onduct a small-scale qualitative investigation into the characteristics of student writing. The study will be grounded in relevant theory and research, and module content, and will demonstrate critical understanding of the field.Assignment Description:This small-scale research project is intended to advance your understanding of textual analysis and of how knowing the characteristics of student writing can inform future teaching. It is also intended to promote critical reflection on your own theories, beliefs, principles and ethics. Revisiting the content and reading in weeks 1-3 will support you in completing the assignment.The assignment requires a qualitative analysis and critical discussion of a small sample of student writing, underpinned by academic reading; it also involves a reflection on your professional learning and implications for practice.
Sample:You will need to collect 3-6 pieces of writing for close qualitative analysis. You can either collect samples of writing from your own professional context (in which case, see Ethicsguidance below); or, alternatively, you can select samples from our archive of children’s writing on the welcome pages, or from other sources, e.g. for KS1 https://www.gov.uk/government/publications/2018-teacher-assessment-exemplification-ks1-english-writing and KS2 Teacher assessment exemplification: KS2 English writing -GOV.UK (www.gov.uk). You will need to think about your choice of sample texts alongside your research question.Research Question:The broad question guiding this assignment is, ‘What are the characteristics of students’/children’s writing?’You will need to adapt this question to fit with your context and/ or analytical focus. Data analysis:You will need to analyse your sample texts, and, if appropriate, compare characteristics across the sample.We recommend that you take an inductive approach to analysis: this involves a close, iterative examination of your writing sample to identify its characteristics. You might notice particular linguistic patterns: for example, in very young writers, you might notice a developing understanding of word formation, vocabulary choices, spelling strategies, and perhaps a developing awareness of audience; in emerging writers, you might notice variations in control of sentence structure for effect, or a tendency in recounting events to open sentences with the first person pronoun, ‘I’; in older students’ narrative writing, you might notice varying sophistication in students’ use of literary devices, such as metaphor. For all ages, you may explore evidence of intentionality and the ability to write for specific effects and audiences. It is important to aim for depth in your analysis, so, once you have explored your sample writing, identify which features you would like to discuss and describe in detail (see guidance below on presenting your analysis and discussi​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​on).You may choose to compare the writing of different student groups: for example, within your sample, you might choose to compare range of vocabulary in more/ less confident writers; or, you might examine sentence length in boys’ and girls’ writing. Or, you might choose to compare different pieces of writing (e.g. narrative, report writing, essays), written by a smaller number of students.
It is crucial to acknowledge of course that this assignment involves a close qualitative analysis of a very small sample and that, therefore, the analysis will focus on particularities, and will not enable generalisations about student groups or student writing. Conclusions drawn from the analysis should be presented critically and tentatively.To analyse your data, you will need to ‘code’ the text. To do this, you could highlight the sample texts directly, perhaps colour-coding identified characteristics; or/ and you could devise a grid to record identified characteristics (see: PPT Summative Assignment 1 for further guidance; exemplar coding grids on the welcome page). Either way, it is good to think about how to approach the analysis, and to discuss this approach briefly in the research methods section of your assignment.Presentation and critical discussion of your findings:We suggest that you do not present ‘raw’ coded data in the main body of your assignment (although you may wish to include exemplars in the appendices). Instead, it is crucial that you draw out key characteristics or patterns and present qualitative examples from your coding. This might mean presenting chunks of text, or smaller quotations – as relevant to the focus of your analysis – alongside a qualitative commentary on your findings. You will need to think about how to structure the presentation of your findings: you could discuss each piece of sample writing in turn; or, you could present identified characteristics in turn and discuss how they feature across the sample.It is crucial in your discussion of the findings that you go beyond simply describing your data and what you found: discussion of the findings should reveal quality interpretation and critical depth, and should be underpinned by academic literature.
Assignment Structure:
The table below outlines a structure for the assignment and approximate length of each section – these are, however, guide word counts and not requirements. What they do give is a sense of the relative balance of each section and the overall structure of the assignment.
IntroductionYour own context; your interest in the topic; your research question250words
Research MethodsSample size and selection; how you conducted the data analysis250-500words
Findings and DiscussionAnalysis and discussion: describe, present and interpret your findings; discuss key findings from your enquiry in relation to the literature2,000-2,500words
ConclusionReflection on your own professional learning about characteristics of writing; implications for your future thinking/practice for further re​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​search500-1,000words
Total3,500words

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