It is often recommended that reading and writing should be taught together. And whilst studies have shown that reading instruction alone can raise writing attainment (Graham et al, 2017), and instruction specific to the teaching of writing can consequently raise reading progress (Graham & Hebert, 2011), no real studies have been done on integrated programmes or schemes.
Do happy writers make better writers? Lucy Starbuck Braidley talks to two primary educators who believe so, and sees what leaders can learn from their findings…
If you’re looking to refresh, optimise or even radically change the approach to writing pedagogy within your school, the Writing For Pleasure movement can give you an interesting new perspective to consider.
The overall approach aims for children to make progress in their writing, alongside developing a genuine love and sense of satisfaction from the activity of writing itself – thus setting them up to be lifelong writers, as well as learners.
It’s an evidence-based pedagogy that places the child as an autonomous writer at the centre of decision-making about their writing. It enables children to write independently through explicit teaching of authorial skills, and its leading proponents say it’s getting results.
Research clearly states that teaching children the writing process in an explicit way is the best way to improve their writing outcomes. So how is this done? As we have discussed briefly here, Frank Smith describes the two roles involved in writing as being: the author and the secretary.
When children are in author mode they are concerned with generating ideas, organising thoughts, and arranging selected words and sentences appropriately and effectively.
When in the secretary mode, the child is more concerned with the transcription of the writing (e.g. using correct spelling, capitalisation, handwriting and punctuation).
We can’t give children rich lives, but we can give them the lens to appreciate the richness that is already there – Lucy Calkins (1991)
As teachers, our job is to help children claim more control over their own lives. One of the ways people most lack control over their own lives is through lacking control over words. Especially written words. – Peter Elbow (1998)
Within a vast educational literature there is a substantial number of treatises that deal with the failure of the primary school to make connections with the lives of working-class children. –Carolyn Steedman (1982)
Think about it. Is there any lower expectation than thinking children will have nothing to write about?Continue reading “They Won’t Have Anything To Write About: The Dangers Of Believing Pupils Are ‘Culturally Deprived’.”