1st Edition

Young Writers at Transition

By Daniel Tabor Copyright 2004
    216 Pages
    by Routledge

    216 Pages
    by Routledge

    How does children's writing develop in the transition from primary to secondary school?

    Young Writers at Transition tracks a group of pupils from the end of Year 6 into the first half of Year 7. It analyses in detail the teaching and uses of writing at this important stage in their education, and uncovers some revealing findings concerning the experiences, perceptions and expectations of pupils, teachers and parents about writing.
    The authors link their findings to the broader issues of policy and our understanding about how writing is taught and used in transition. This timely book examines issues such as:

    * transition, continuity and progression, and how these can be managed to ensure standards do not suffer
    * the variety of teaching and uses of writing in Years 6 and 7
    * secondary school teachers' views of writing, and what practice is most effective for them
    * different ways of thinking about transition, continuity and progression
    * how the National Literacy Strategy has affected continuity and progression in children's writing at transition.

    This interesting study of the uses of writing will be a valuable resource, with practical suggestions, to teachers and educators in primary and secondary schools.

    1. Beginning at the beginning 2. Transition, continuity and progression: Rhetoric and realty 3. Bridges or chasms: Children's writing at primary-secondary transition 4. Through the looking-glass: The teaching and uses of writing in Years 6 and 7 5. Can you walk a little faster? Secondary school teachers' views of writing 6. Joining the dance: Literacy update 2002 7. Worlds apart? Writing in the home and writing at school 8. 'Getting it clear': Towards a critical perspective


    Daniel Tabor is a Head of English at an 11-16 comprehensive school.

    'This is a fascinating book covering a period of time (1998-2002) when major educational developments were taking place...Tabor writes with assurance, and this is a really interesting and useful book for Heads of English, practising teachers and teachers new to the profession...his gritty investigation will certainly provide food for thought for all who chance upon it.' -EnglishDramaMedia magazine, January 2005