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Children's Writing (children + writing)
Selected AbstractsWriting Fables: Genre and CreativityENGLISH IN EDUCATION, Issue 1 2002David Whitley Abstract This article explores the relationship between genre and creativity with particular reference to children's writing. It is argued that, although the programme may have been implemented too rigidly, a key emphasis on genre within the National Literacy Strategy is potentially positive. The fable is offered as a particular example, demonstrating that, although too rigid a conception of a genre's formal characteristics may inhibit children's creative engagement, an understanding in depth of the range of purposes to which a particular form may be put is helpful both in providing a good range of models and in responding sensitively to children's writing. [source] Brownjohn, Hughes, Pirrie, and Rosen: What Rhymes with Oral Writing?ENGLISH IN EDUCATION, Issue 2 2001Anthony Wilson Abstract This article looks at the work of four writers who have had considerable influence on the teaching of poetry writing to primary school children. Each writer is considered in terms of their merits as a contributor to wider questions about writing, and in comparative terms with each other. Links are made between these writers' explicit and implicit philosophies and approaches. Finally, the article considers how far discussions about voice and form within children's writing are necessarily exclusive of each other. [source] Putting literature at the heart of the literacy curriculumLITERACY, Issue 1 2006Deborah Nicholson Abstract This paper documents an initiative in Continuing Professional Development, conceived and carried out by London's Centre for Literacy in Primary Education (CLPE). The intention was to improve the teaching and learning of writing in Years 5 and 6 of the primary school (9,11-year-olds), through working with challenging literature. This teacher education project drew on CLPE's earlier research project, published as The Reader in the Writer (Barrs and Cork, 2001). Classroom approaches developed through the initiative are described, and qualitative and quantitative changes in children's writing are discussed. Patterns of teaching in the classrooms that appear to have made a particular difference to the children's achievement are explored. [source] What goes on inside my head when I'm writing?LITERACY, Issue 2 20049-year-old boys, A case study of Abstract This article explores the idea that in order to improve the way we teach children to write, we need to improve our understanding of children as writers. Although developing their metacognitive skills can give us a clearer window into children's understanding, we must be wary of assuming that they ascribe the same meaning to their metacognitive metalanguage as we, their teachers, do. But we also need to beware of making assessments based just on the children's writing , children can use writing to hide from us what they do not know and cannot do. Through the presentation of three brief case studies of lower-attaining Year 4 (8,9-year-old boys) the article considers the implications of assessing writing without acknowledging the role of the writer. [source] The Reader in the WriterLITERACY, Issue 2 2000Myra Barrs This article discusses the role of reading, especially the reading of literature, in the development of writing. It suggests that the direct teaching of written language features is no substitute for extensive experience of written language. It gives a brief preliminary account of a recent centre for language in Primary Education (CLPE) research project on the influence of children's reading of literature on their writing at KS2. Through analysis of children's writing, the project explored the influence of children's reading on their writing. Its findings highlighted the value of children working and writing in role in response to literary texts. It looked closely at the kinds of teaching which made a significant difference to children's writing and documented the impact on teachers' practice of the introduction of the National Literacy Strategy. [source] | ||||||||||