Authenticity increases student engagement and achievement, particularly in teaching writing (Behizadeh, 2018)
According to Wray et al (1988), children are put off writing because:
- They feel they have nothing to say.
- They feel they do not write well and become discouraged by their final product.
- They do not write regularly enough to view the task as a natural progression from talking.
- They get tired of doing the same old task over and over again.
- Everything of interest which happens in schools leads to ‘now we’re going to write about it’.
- After all their efforts, nobody takes any notice of what they have done anyway.
It is often stressed that authentic writing experiences can improve children’s pleasure and academic outcomes in writing. Indeed, calls for authenticity can be found throughout literature and research (Dyson, 2003, Leung & Hicks, 2014, Flint & Fisher, 2014, Flint & Laman, 2012, Gadd, 2014, Grainger (Cremin), Goouch & Lambirth, 2003, New London Group, 2000, Wegner, 1999). Perhaps the best example though is Hillocks (2011), concluding in his review of 100 years of writing research that:
We now know from a very wide variety of studies in English and out of it, that students who are authentically engaged with the tasks of their learning are likely to learn much more than those who are not. (p.189)