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.
Continue reading “Writing For Pleasure: Primary School Management Interview”
Having read Back & Forth: Using An Editor’s Mindset To Improve Student Writing by Lee Heffernan, I was inspired to create a class publishing house in my own classroom. This is a recount of how I went about it.
We are now about half way through the academic year and the children are settling into the idea that they can of publish personal writing projects into the class library. Writing is being undertaken at home and is also making its way into the class library. Children are increasingly talking about writing and are writing collaboratively too. Confidence has been built and a sense of writer-identity has been established. The children are beginning to believe they are writers and that they have many things to say and share with each other.
Continue reading “Writing For Pleasure Practice: Creating Class Publishing Houses”
#WritingRocks chat by @thewritingweb
Have you heard of #WritingRocks, a truly welcoming special interest group open to anyone involved in any aspect of teaching writing in the Primary phase? It is aligned to the Literacy for Pleasure blog, which explores how theoretical ideas and research might inform practical ways by which to potentially improve children’s motivation and outcomes in literacy. I love their Real-World Literacy approach to teaching writing, underpinned by the 14 interconnected principles of their Writing for Pleasure Manifesto.
Each of their regular #WritingRocks Twitter chats is focused on one of these principles. As the founder of The Writing Web, I was incredibly flattered to be asked to host a chat earlier this month by Phil and Ross (the fabulous bodies behind for Literacy for Pleasure and #WritingRocks).
This blog post outlines what I learnt from the process and the key themes that arose from the chat on the 5th February 2018.
I drafted the questions in collaboration with Ross from Literacy for Pleasure. He was instrumental in ensuring the order of the questions was coherent and that they were phrased in such a way that invited diverse and honest responses from potential contributors.
Continue reading “Planning Purposeful & Authentic Writing Projects”
Teachers must help children to perceive themselves as writers before they are able to write for themselves. – Frank Smith
The world is not divided into the people who know how to write and those who don’t. – Philip Gross
As part of our ongoing work on building a Writing For Pleasure pedagogy, we have been reflecting on the second principle of our Writing For Pleasure manifesto:
High Expectations: Seeing Every Child As A Writer (2)
Effective writing teachers hold high achievement expectations for all writers. They see all children as writers and, from the first, teach strategies that lead to greater independence. They make the purposes and audiences for writing clear to children for both their class and personal writing projects. They teach what writing can do. They also promote the social aspects of writing and peer support in their classrooms.
What do you need to consider as a teacher to ensure you are creating an inclusive environment where all apprentice writers can flourish?
Continue reading “What Teachers Do To Make Every Child Feel Like A Writer”