Writing development and pedagogy is a high priority area, particularly with standardised testing showing declines in writing across time and through the years of schooling. However, to date there are relatively few texts for teachers and teacher educators which detail how best to enable the children to become confident, autonomous and agentic writers of the future.
Developing Writers Across the Primary and Secondary Years
provides cumulative insights into how writing develops and how it can be taught across years of compulsory schooling. This edited collection is a timely and original contribution, addressing a significant literacy need for teachers of writing across three key stages of writing development, covering early (4-7 years old), primary (7-12 years old) and secondary years (12-16 years old) in Anglophone countries. Each section addresses two broader themes becoming a writer with a child-oriented focus and writing pedagogy with a teacher-oriented focus.
Together, the book brings to bear rigorous research and deep professional understanding of the writing classroom. It offers a novel approach conceiving of writing development as a dynamic and multidimensional concept. Such an integrated interdisciplinary understanding enables pedagogical thinking and development to address more holistically the complex act of writing.
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ix | |
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xi | |
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xii | |
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xiii | |
| Foreword |
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xvii | |
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1 Developing writers in primary and secondary school years |
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1 | (18) |
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2 Children learning to write in early primary classrooms |
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19 | (21) |
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3 Writing before school: The role of families in supporting children's early writing development |
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40 | (20) |
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4 Bringing more than a century of practice to writing pedagogy in the early years |
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60 | (18) |
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5 Teaching writing in digital times: Stories from the early years |
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78 | (16) |
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6 Developing textual competence: Primary students' mastery of noun groups in two factual text types |
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94 | (19) |
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7 Apprenticing authors: Nurturing children's identities as writers |
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113 | (18) |
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8 Developing confident writers: Fostering audience awareness in primary school writing classrooms |
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131 | (23) |
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9 Developing a pedagogy of empowerment: Enabling primary school writers to make meaningful linguistic choices |
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154 | (19) |
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10 Writing their futures: Students' stories of development and difference |
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173 | (21) |
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11 Wordsmiths and sentence-shapers: Linguistic and metalinguistic development in secondary writers |
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194 | (18) |
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12 Growing into the complexity of mature academic writing |
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212 | (25) |
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13 Articulating authorial intentions: Making meaningful connections between reading and writing in the secondary classroom |
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237 | (19) |
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| Index |
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256 | |
Honglin Chen is an Associate Professor in TESOL (Teaching English to Speakers of Other Languages) and Language Education at the University of Wollongong, Australia. Her research focuses primarily on three interconnected areas in language and literacy education, including writing development, English curriculum and policy, and teacher knowledge and pedagogy.
Debra Myhill is Professor of Education at the University of Exeter, and Director of the Centre for Research in Writing. Her research interests focus principally on aspects of language and literacy teaching, particularly linguistic and metalinguistic aspects of writing, and the composing processes involved in writing.
Helen Lewis is a researcher and sessional lecturer at the University of Wollongong, Australia. Her research interest centers around literacy development at primary, secondary and tertiary levels, and pedagogic practices that support the development.
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