Writing in the Middle Years: The more control we have of words the more power, the more power we have in society as a whole
Document Type
Journal Article
Publisher
Australian Literacy Educators' Association
Faculty
Faculty of Education and Arts
School
School of Education
RAS ID
4793
Abstract
This article describes an investigation into how teachers in upper primary work with students who are not achieving in writing, so that these students might have a greater chance of success when they reach secondary school. This small pilot study enquires into how teachers in middle and upper primary assess, plan and teach writing. It examines their understandings about how teachers might work with students to improve writing and what they see as the major challenges for teachers. It makes some recommendations based on these teachers work in relation to the importance of key transition periods in primary writing development and suggests some knowledge, principles and key skills that may assist teachers as they work with these children.
Comments
Rivalland, J.A., Wooller, B. (2006). Writing in the Middle Years: The more control we have of words the more power, the more power we have in society as a whole. Literacy Learning: The Middle Years. 14(3), 18 - 27. Available here.