Developing Writers Across the Primary and Secondary Years : Growing into Writing.

Cover -- Endorsements -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of figures -- List of tables -- List of boxes -- List of contributors -- Foreword -- 1. Developing writers in primary and secondary school years -- Introduction -- Interdisciplinary perspectives on writing -- Development in writing -- Writing pedagogy -- Rationale for this book -- References -- 2. Children learning to write in early primary classrooms -- Introduction -- The 'Learning to write' project -- The story of the school within the national and state context -- Teachers' reports about learning to write -- Children's reports about learning to write -- Discussion and conclusion -- Notes -- References -- 3. Writing before school: The role of families in supporting children's early writing development -- Introduction -- Theories of emergent literacy -- Family literacy programmes and children's writing development -- Evie: an emergent writer -- Current policy on teaching early writing in England -- Note -- References -- 4. Bringing more than a century of practice to writing pedagogy in the early years -- Introduction -- Issues in Montessori research -- Researching the development of writing in a small suburban Montessori school -- Learning to write in a Montessori setting -- Conclusion -- Note -- References -- 5. Teaching writing in digital times: Stories from the early years -- Introduction -- The study -- Conclusion -- Notes -- References -- 6. Developing textual competence: Primary students' mastery of noun groups in two factual text types -- Introduction -- Data and explanation of analysis -- The use of noun groups in Reports -- The use of noun groups in Expositions -- Discussion and conclusions -- References -- 7. Apprenticing authors: Nurturing children's identities as writers -- Introduction -- Becoming writers: exploring writing and identity.

Methodology -- Becoming writers in the 'Storytelling and Story-acting' study -- Becoming writers in the 'Teachers as Writers' study -- Conclusion -- References -- 8. Developing confident writers: Fostering audience awareness in primary school writing classrooms -- Introduction -- The concept of audience -- An integrated framework -- Considering audience: a social semiotic perspective -- The data -- Growing into writers: audience awareness in the curriculum -- Pedagogic practices for fostering a sense of audience: case studies -- Teaching and developing audience awareness: some concluding thoughts -- Note -- Appendix 8.1 -- References -- 9. Developing a pedagogy of empowerment: Enabling primary school writers to make meaningful linguistic choices -- Introduction -- Grammar in the UK curriculum: resolving the mixed messages -- The informing research -- From research to pedagogic principles -- The randomised control trial -- The longitudinal study -- The focus is more often on use than purpose -- Understanding is most evident in written texts -- With practice young writers can become more explicit -- Conclusion -- References -- 10. Writing their futures: Students' stories of development and difference -- Introduction -- Research background -- Approach to the data -- Discussion -- Conclusion -- Notes -- Appendix 10.1 -- Appendix 10.2 -- References -- 11. Wordsmiths and sentence-shapers: Linguistic and metalinguistic development in secondary writers -- Introduction -- Linguistic development in writing -- Metalinguistic understanding of writing -- Developmental patterns in writing -- Supporting metalinguistic thinking and writerly decision-making -- Concluding reflections -- References -- 12. Growing into the complexity of mature academic writing -- Introduction -- A problematic transition -- Preparing for the transition to secondary writing.

Writing history in the secondary years -- Participant feedback -- In conclusion -- References -- 13. Articulating authorial intentions: Making meaningful connections between reading and writing in the secondary classroom -- Introduction -- Theoretical background -- Writing conversations with students -- Key findings -- Concluding comments -- References -- Index.

This book addresses how children become writers and how teachers teach writing effectively across the compulsory schooling years. The book is structured according to three key stages of writing development: early, primary and secondary years.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.