{'fraction_non_alphanumeric': 0.018819503849443968, 'fraction_numerical': 0.001710863986313088, 'mean_word_length': 5.324324324324325, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Checking, highlighting, adding and ticking off: Year 6 students’ understandings of and responses to the use of goals in the New Zealand writing classroom

ABSTRACT Understanding the goals for learning is fundamental to students’ success as writers. We investigated how Year 6 students in New Zealand experienced, understood and responded to goals during a writing unit. The study took place over seven weeks. Data were gathered through interviews with two teachers and six student participants; field notes from lesson observations; informal chats with students; and the collection of teacher documents, resources and student artefacts. Student selected goals, success criteria and rubric statements served as points of reference for a number of writing experiences. Findings indicated that the discourses underpinning students’ goals and the way they were framed resulted in the checking, highlighting, adding and ticking off of elements of persuasive writing. It was concluded if writing is to be understood and practised as an art rather than a technical activity, goals for learning need to address the more substantive aspects of the genre and the writing process.