From Tyrannosaurus to Pokemon: autonomy in the teaching of writing

Abstract

This article is about action research into the teaching of writing. In 1999–2000 primary teachers in Croydon took part in a project to raise standards in writing. Teachers undertook case studies of representative children, and made considered changes to their teaching of writing in the light of their observations of these children. The article focuses on case studies from four of these classes. (Reception, Y1, Y3 and Y6.) The four classes were chosen because in them children made most progress as writers during the project year. Brief outlines are made of case studies from these classes, followed by descriptions of the main changes to teaching in these classrooms. In conclusion, an analysis is made of common patterns of teaching across the four classes. These changes include the opportunity for children to: write about things that mattered to them; write as experts; hear their writing read aloud; and experience genuine response to this writing. In addition, it was also found that boys made most progress when given the opportunity to write in the company of other boys.