My Writing Identity
My Identity as a writer has developed and grown throughout the Language and Literacy for Teachers unit through acquiring further knowledge of the processes of written composition. This knowledge has come from the readings given in the unit but also from the weekly writing tasks in the Writer’s Journal. The Writer’s Journal has given me the opportunity to explore my creativity in writing and become familiar with different forms of text and their composition, forming my identity as a learner-writer. I was most certainly not a writer before I started the Language and Literacy for Teachers unit. Since starting the unit I have become a learner–writer and developed my knowledge and skills. My identity will be shaped overtime showing my writing style
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This is to ensure writing is meaningful and purposeful for the audience. Writers can ask themselves the questions “Who are we writing for and for what purpose?”. Once we know the mode in which we are writing we can ensure we are using the correct structural patterns and language features. Learning and being able to identify different language features and how they are used in different forms of writing will assist learner-writers. Having the ability to identify different characteristics in a variety of genres will only arm students to develop their writing skills and allow them to make the right creative choices to enhance their writing (Loane & Muir, 2017). For example, in the piece Mangroves from my Writer’s Journal, I believe the audience I would be catering for could range from young to old. This is through the various language used in the poem. I have used descriptive language which enables the audience to have a visual of the mangroves. For example, “Long dry spiky grass frames the wooden boardwalk overlooking the mangroves” (Mulder, 2018, See Appendix C), allows the reader to form a picture in their minds. Furthermore, I believe the metaphor “The leaves slow dance in the subtle wind” (See Appendix C) gives the reader a variety of language features to evoke
This is to ensure writing is meaningful and purposeful for the audience. Writers can ask themselves the questions “Who are we writing for and for what purpose?”. Once we know the mode in which we are writing we can ensure we are using the correct structural patterns and language features. Learning and being able to identify different language features and how they are used in different forms of writing will assist learner-writers. Having the ability to identify different characteristics in a variety of genres will only arm students to develop their writing skills and allow them to make the right creative choices to enhance their writing (Loane & Muir, 2017). For example, in the piece Mangroves from my Writer’s Journal, I believe the audience I would be catering for could range from young to old. This is through the various language used in the poem. I have used descriptive language which enables the audience to have a visual of the mangroves. For example, “Long dry spiky grass frames the wooden boardwalk overlooking the mangroves” (Mulder, 2018, See Appendix C), allows the reader to form a picture in their minds. Furthermore, I believe the metaphor “The leaves slow dance in the subtle wind” (See Appendix C) gives the reader a variety of language features to evoke