Writing is not a subject; it is part of reading, of speaking, and of listening. Being a writer means being a reader, articulating stories and characters, listening to tales and learning from other writers. Through teaching exciting and engaging lessons you can help children to discover stories, create worlds, record events, mould characters and inspire each other as writers. Inspiring Writing in Primary Schools helps you to teach writing and to know what a good writing lesson looks and feels like. It gives you all the ...
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Writing is not a subject; it is part of reading, of speaking, and of listening. Being a writer means being a reader, articulating stories and characters, listening to tales and learning from other writers. Through teaching exciting and engaging lessons you can help children to discover stories, create worlds, record events, mould characters and inspire each other as writers. Inspiring Writing in Primary Schools helps you to teach writing and to know what a good writing lesson looks and feels like. It gives you all the background theory you need to encourage purposeful writing across the curriculum. It includes exemplar lessons and offers them alongside a detailed exploration of what makes them good, and the theory behind them. As a teacher or trainee teacher, you can respond more imaginatively to the way you approach and teach writing. This text will help you to seize the opportunity of the new curriculum and inspire fabulous writing in your classroom. "Packed with accessible advice, engaging examples of research-informed practice and new ideas for ways to involve and support young writers, it offers primary teachers a breath of fresh air. Emerging from the memorable work of BookTrust's Everybody Writes initiative (which was co-led by Liz Chamberlain) and drawing on her own doctoral research (which involved exploring three young writers' practices at home and at school), the resultant mix of practice and theory - theory and practice is very energising. The authors take a real world view of writing and recognise and respect each child as a writer and each teacher as a professional - a potentially creative pedagogue." - Teresa Cremin
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