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.
Table of Contents
Chapter 1: Developing Writers in Primary and Secondary School Years Debra Myhill and Honglin Chen
Part I: Writing in the Early Years: Fostering Emergent Writers
Chapter 2: Children Learning About Writing in the Early Primary Years Classrooms Lisa Kervin, Barbara Comber and Annette Woods
Chapter 3: Writing Before School: The Role of Families in Supporting Children’s Early Writing Development Cathy Nutbrown
Chapter 4: Bringing More Than A Century of Practice to Writing Pedagogy in the Early Years Susan Feez
Chapter 5: Teaching Writing in Digital Times: Stories from the Early Years Clare Dowdall
Part II: Writing in the Primary Years: Supporting Social, Linguistic and Cognitive Development
Chapter 6: Developing Textual Competence: Primary Students’ Mastery of Noun Groups in Two Factual Text Types Helen Lewis
Chapter 7: Apprenticing Authors: Nurturing Children’s Identities as Writers Teresa Cremin
Chapter 8: Developing Confident Writers: Fostering Audience Awareness in Primary School Writing Classrooms Honglin Chen and Emma Rutherford Vale
Chapter 9: A Pedagogy of Empowerment: Enabling Primary School Writers to Make Meaningful Linguistic Choices Susan Jones
Part III: Writing in the Secondary Years: Growing into Complexity
Chapter 10: Writing their Futures: Students’ Stories of Development and Difference Erika Matruglio And Pauline Jones
Chapter 11: Wordsmiths and Sentence-Shapers: Linguistic and Metalinguistic Development in Secondary Writers Debra Myhill
Chapter 12: Growing into the Complexity of Mature Academic Writing Beverly Derewianka
Chapter 13: Articulating Authorial Intentions: Making Meaningful Connections Between Reading and Writing in the Secondary Classroom Helen Lines
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.