Teaching Cohesion is a companion course for Teaching Grammar and Vocabulary. Knowledge of cohesion and its use is important when writing whole texts, involving effective use of pronoun
referencing, text connectives, word meaning systems and paragraphing. This course will show how to teach effective use of the various systems of cohesion, and to develop skills for teaching students to write paragraphs for all major text types. The elements are presented within the frame of the Australian Curriculum: English, and a scope and sequence for their development across a whole school program will be presented. Participants will be shown how to implement school-wide teaching and assessment programs that will lead to improved results in writing.
Teaching elements of the language strand of the Australian Curriculum: English has to be implemented within a framework of literature and other texts used to inform, persuade, advise and entertain.
Secondary teachers of English, or any subject that requires students to write reports, essays & lengthy connected texts. Useful for report writing.
A normal online course is delivered over 1-12 weeks and is worth from 3-12 PDhrs depending on the course content and its objectives. Participants will not need to take time off, the course date is the START date only, end dates will be advertised with course hours. Learn more HERE.
You will receive a FREE copy of Rods latest text “Teaching English Grammar” valued at $40
This course contributes to 6.0 professional development hours.
|31/07/2017||Online||Places available||$299 + GST||Enrol Now|
1. Introduction to cohesion
2. the elements of cohesion
3. pronoun reference/substitution
4. teaching pronoun reference
5. demonstratives and clarity
6. word substitution
7. lexical cohesion
8. avoiding repetition
9. word associations
11. class sets
12. referent strings
13. text connectives
14. logical sequence
17. effect of determiners
18. theme prominence
19. paragraph writing for
various text types
19. using top level structure
20. headings and text
21. bringing cohesion together
22. formative assessment of
student development in writing
23. some hints for teaching
Participants are asked to provide samples of their own writing, and of their student’s writing, for the purposes of developing processes of assessment.
Participants are also asked to bring copies of texts that they use as models for teaching reading and writing.
Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.
This course wasn’t exactly what I thought it would be in regards to grammar, but it was informative, nonetheless.
The content really helped me to understand grammar and the function of cohesion within a text. Growing up in a generation that was not taught any grammar, I often struggled with providing a reason why something was incorrect. Now I can say why the cohesion does not work within a text rather than write ‘this needs to be made clearer’. I particularly liked the section on pronoun referencing which will really help with my marking and correcting of texts.
I found the course content very useful with some great examples, a good mix of resources to draw upon for the purpose of my practice.
Overall course rating I would say is Excellent.
I found the course both interesting and insightful. The activities attached were interesting, but some were a bit difficult for the students.
Some of the readings were extremely worthwhile. The lesson ideas were a great way to put the new information into practice.
An essential course to refresh your understanding of English grammar and how to best teach challenging ideas and concepts to a modern classroom.
The course content was well structured and most informative, providing valuable insights into both the micro and macro elements required to teach cohesion for writing and reading effectively. The resource materials provided as part of the course were extensive and readily applicable.
Completing the course on Teaching Cohesion in Reading and Writing has been helpful in identifying weaknesses in students, coordinating targeted responses to these weaknesses, and assisting students to achieve a higher level of cohesion in their writing.
The targeted lessons and thorough explanations of English Grammar in the workbook are particularly helpful, and accessible to even lower ability students.
I found the course to be excellent, and have begun to apply some of the principles immediately.
The course provided me valuable information that expanded my own learning and allowed for me to use the teaching strategies within my classroom. The collegial discussions provided insight into how other schools teach cohesion.
An excellent course which is very well structured and easy to follow. Recommended to teachers in all levels of education.
I found this course easy to follow and the activities were clear and helpful to illustrate to students strategies that will help their writing flow. Rod Campbell was very quick to respond to forum feeds and very willing to provide additional support and suggestions
Very useful in terms of making me think of new ways to approach old ideas and chunk them up to engage students.
Clear and engaging content; catering for literacy outcomes. Rod has been extremenly supportive; an enthusiastic approach was given to participants consistently.
I found the course ‘Teaching Cohesion for Writing and Reading’ to be both interesting and practical. The readings broadened my knowledge of grammar and writing structures, and the suggested lessons were relevant for my classes. It was great to be able to read relevant content and then to be able to use it immediately in a classroom setting. I was grateful that the activities were accompanied by teaching notes. This, once again, made the content very practical in a classroom setting. I intend to incorporate the information and activities into my future teaching. Rod was a helpful and knowledgeable facilitator. I appreciated his feedback.
The course content was satisfactory as it helped give me a few new ideas about how to help students improve their cohesion writing skills.
The information was very good and the sample lessons were helpful for the lower ability students in my class. As I mention in my comments, there were some issues with the higher ability students due to boredom. Some information to assist higher ability year 7 and students would be helpful as the information provided seem to suit mid to low year 7 and 8. Some of the resources provided were also good for helping senior students with structuring and analysing their work.
I felt that this course was very helpful in some aspects. The information provided was very useful and I found it improved my teaching methods as well as helped my students. I thought that the activities were a bit limited and had difficulted integrating some of them into my regular classes. Overall, I got a lot out of this course and the information provided.
As a teacher of Academic English teaching international students who are going to study at an Australian university, equipping them with skills in reading and writing (in English) is paramount. Among the challenges the students face is cohesion, both in recognising the cohesion markers in texts they read so that they could fully understand them and in ensuring cohesion in their writing by applying the necessary tools. The course ‘Teaching Cohesion for Writing and Reading’ provides useful and applicable ways to teach cohesion for both language skills. In addition, the materials can be easily adjusted to meet the level and need of different students (in this case international students).
Rod Campbell has been helpful, available for consultation when needed. It might be more difficult to complete the course on-line compared to a face-to face PD where discussion with other participants and workshop could be done and discussed in-situ. Finding time to do the course on-line is also an issue. However, the on-line course lends an opportunity to prepare and conduct trial lessons with students.
Thank you, Rod, for preparing the course and for being an excellent facilitator.
Thank your for your resources for this course. I have enjoyed trying out the activities and they have proved most valuable to my particular students and teaching needs. I am in the process of writing a course for a new literacy elective that is being introduced to Year 9 students at my school for 2014. It is aimed at students who have been identified as having particular literacy needs or who require extra support with text and basic grammatical structures. For this reason, I found the info on ‘Assessing writing’ very useful in the way it encourages self assessment and independence through learning reoutines for self-editing and controlling the use of different text types. Encouraging the use of and understanding of metalanguage is also an area or need relevant to our new course. The other documants provided have also given me a starting point for introducing and/or reinforcing various grammatical structures.
I currently teach a low-ability Yr 8 class and with them tried out activities such as the pronoun referencing task – I appreciated the structure of this and found it easy to adapt to our class work. We were completing a Media Studies unit and so I used the Medusa’s Tentacles task as a starting point. As well as being of value to their learning, students found the text engaging and it led to lots of interesting discussion about the environment and Greek mythology! Students found the vocab challenging but this also led to spelling lists/tests (which, strangely, this particular class love). I then used the structure as a scaffold and adapted it to a class activity on another newspaper report on the RSPCA. What was especially successful about this activity was the controlled and specific nature of the questions, offering the students opportunities for success that such a class does not always experience with open ended questions/activities.
Thanks again for the resources and information – a valuable course!
The most illuminating strategy was the whale pronoun activity. To be honest when I first saw it I didn’t know how it would go down with my class... However, I was pleasantly surprised. It was the perfect length to keep my class engaged and it gave them a sense of purpose and mastery. Everyone understood that a pronoun was a refering word; I then selected a piece of their most recent assessment task (based on the responses submitted by individual students) and asked them to identify the pronouns that they used and to check whether those pronouns could be changed to synonyms for further clarity in their writing. This provided to be a really useful task for students to be a little more reflective and also to check whether their writing said what they wanted it to. As a result of this task, the students were also able to have useful cognitions and discussions around vocabulary.
Not sure whether this was the intention also but, it showed me that I use pronouns in my own writing that sometimes lack clarity and could be a source of confusion for those who are using my writing as a piece of modelled text. It was a powerful teaching tool for me to be able to say that using too many pronouns was a weakness in my own writing.
Finalist for the Professor Betty Watts Memorial Medal for Outstanding Contribution to the Profession of Teaching 2015.