Writing is more than 'exciting': equipping primary children to become reflective writers

Corden, R, 2003. Writing is more than 'exciting': equipping primary children to become reflective writers. Literacy, 37 (1), pp. 18-26.

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Abstract

This article describes work undertaken as part of a partnership programme initiated to encourage collaborative research between teachers and university tutors. In the Teaching Reading and Writing Links project (TRAWL) primary school teachers, working as research partners, explored ways of developing children as reflective writers. The research group wanted to know whether, through examining how texts are crafted by expert writers during literacy sessions, children might be encouraged to pay more attention to compositional rather than secretarial aspects of narrative writing during writing workshops. The overall writing achievement of 338 children was monitored over one school year and narrative writing from 60 case study children was evaluated at the beginning and end of the research period. In this article the impact on achievement is illustrated, some examples of writing are analysed and evidence of development in children's metacognition and confidence as writers is discussed.

Item Type: Journal article
Publication Title: Literacy
Creators: Corden, R.
Publisher: Wiley-VCH Verlag Berlin
Place of Publication: Berlin
Date: 2003
Volume: 37
Number: 1
Identifiers:
NumberType
10.1111/1467-9345.3701005DOI
Divisions: Schools > School of Education
Depositing User: EPrints Services
Date Added: 09 Oct 2015 11:18
Last Modified: 23 Aug 2016 09:14
URI: http://irep.ntu.ac.uk/id/eprint/25689

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