Open archive of practical articles on aspects of teaching English

Includes PDF versions of papers first published as e:updates and PENs (the original series name, later renamed PETAA Papers)

Three PETAA Papers annually and access to the full backlist is one of the many benefits of PETAA membership. Log in or become a PETAA member for full access to PETAA Papers (full list below). Go to members archive.

PETAA Paper 174
(.pdf 158 kB)

Cloze encounters

PETAA Paper 174 (published as e:update 012 in 2010) by Paul Dufficy looks at how we might adapt cloze technique (reverse, cluster, synonym, read-around and prediction) in order to re-cycle vocabulary and grammar for deeper understanding.

PETAA Paper 171
(.pdf 198 kB)

Readers’ Theatre texts to improve fluency and comprehension

PETAA Paper 171 (published as e:update 009 in 2009) by Margery Hertzberg provides teachers using Readers' Theatre (and those new to it) with practical information on writing Readers' Theatre scripts to meet specific needs of students.

PETAA Paper 166
(.pdf 136 kB)

Using Multimodal Texts and Digital Resources in a Multiliterate Classroom

PETAA Paper 166 (published as e:update 004 in 2009) by Michéle Anstey and Geoff Bull provides practical information to enhance learning, and while resources in examples better suit middle years, the ideas are helpful to all year levels.

PETAA Paper 164
(.pdf 246 kB)

Students as Literacy Researchers

PETAA Paper 164 (published as e:update 002 in 2008) by Pam Davis and Jo-Anne Reid reflect on the reciprocal value of teaching and research via an exegesis of the Special Forever project and in student analysis of text classifications.

PEN 151 (.pdf 1.5 MB)

Primary Connections: Linking Science with Literacy

PEN 151 by Penny Hutton in 2005, explores a trial program to improve science teaching and learning that had a clear impact on the approach to science in classrooms and improved literacy skills.

PEN 134 (.pdf 292 kB)

Perfect match

PEN 134 by Rebecca Clements in 2002 presents strategies and reflections around text selection for middle years, developed through classroom-based research supported by the Spencer Foundation.

PEN 095 (.pdf 174 kB)

What is the functional model of language?

PEN 095 by Robyn Ewing in 1994 updated 2001, describes the functional model, outlines its assumptions, explains terms used and reflects on the positive implications for teachers and students.

Members archive of PETAA Papers: Contents by title

Developing comprehension: Learning to make meaning, by Trevor Cairney | From Fact to Faction, by Barbara Braxton | Teaching grammar in the context of narrative, by Kathy Rushton | Authors in Schools: Inspiring Readers and Writers, by Val Noake | Teaching and Learning Experiences in an Effective Reading Program, by Diane Snowball | Valuing Parents in the Reading Process, by Kaye Lowe | Possibilities for Literacy Learning through Podcasting Activities, by Lisa Kervin | Using performance to enhance English and literacy learning, by Robyn Gibson and Robyn Ewing | ‘Learning to use’ and ‘Learning about’ language, by Joanne Rossbridge | Lights, Camera, Learning, by Kathy Gibson | Learning with Graphic Organisers, by Nea Stewart-Dore | Places to play: Story as an adventure playground, by Libby Gleeson | Reading (and writing) to learn in the middle years of schooling, by Claire Acevedo and David Rose | Designing for learning: Integrating digital content into learning tasks, by Peter Burrows, Olivia Clarke and Keiju Souminen | The REAL Framework: Student engagement and student self-assessment, by Geoff Munns and Helen Woodward | Embedding assessment in the middle years, by Margaret Fletcher | Embedding Assessment in the early years, by Judith Kearney | Using Rubrics to Enhance Student Learning and Self-Assessment, by Wendy Bean | Environmental Communication, by Pam Davis | Reading Aloud to Children, by Bill Spence | Is there a Role for Self-evaluation in the Classroom? by Kathleen Hill | Talking and listening activities for ESL students, by Sue Bremmer | Visual Literacy: A coded language for viewing in the classroom, by Alyson Simpson | Designing for difference: Units that work, by Diana Whitton | Reading and Responding in Literature Circles, by Catharine Day | Young Australians: Reading or Not? by Agnes Nieuwenhuizen and Sarah Mayor Cox | Improving writing using Maths journals, by Lil Forrester | Ways to teach spelling, by Wendy Bean | Responding to gifted and talented students, by Miraca U M Gross and Bronwyn Sleap |  Go to members archive.