Writing Voices: Creating Communities of Writers

The perspectives of children, teachers and professional writers are often absent in the pedagogy of writing. Highly Commended for the UKLA Academic Book Award 2013, Writing Voices: Creating Communities of Writers responds to such silent voices and offers a text which not only stretches across primary and secondary practice, but also gives expression to these voices, making a new and significant contribution to understanding what it means to be a writer. Drawing upon recent research projects undertaken by the authors and others in the international research community, this fascinating text considers the nature of composing and the experience of being a writer. In the process it: <ul>
<li>explores the role of talk, creativity, autonomy, metacognition, writing as design and the shaping influence of literature and other texts;</li> <li>examines young people’s composing processes and attitudes to writing;</li> <li>considers teachers’ identities as writers and what can be learnt when teachers engage reflectively in writing;</li> <li>shares a range of professional writers’ practices, processes and perspectives; </li> <li>gives prominence to examples of writing from children, teachers, student teachers and professional writers alongside their reflective commentaries.</li> </ul>
This thought-provoking text offers theoretical insights and practical directions for developing the teaching and learning of writing. It is an invaluable read for all teachers and trainees, as well as teacher educators, researchers and anyone with an interest in the pedagogy of writing.

Education & Teaching

Myhill, Debra

Cremin, Teresa

Schools & Teaching

Routledge

Understanding Literacy and Disadvantage (Primary Teaching Now)

Addressing literacy and disadvantage requires high-quality teaching, first and foremost: there are no quick fixes, simplistic solutions or silver bullets.\nBoth research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue. This book supports trainee teachers to explore the complex relationships between literacy achievement and social background. It offers practical strategies for teaching and supports trainee teachers to understand that: 
*children’s individual backgrounds need to be valued and drawn upon; 
*deficit descriptions of disadvantaged children and low expectations must be avoided and challenged; 
*schools, teachers and classrooms must provider rich literacy environments for learning.

Watson, Annabel

Newman, Ruth

Dowdall, Clare

Learning Matters

Addressing literacy and disadvantage requires high-quality teaching, first and foremost:&nbsp;&nbsp;there are no quick fixes, simplistic solutions or silver bullets. Both research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue.&nbsp;&nbsp;This book supports trainee teachers to explore the complex relationships between literacy achievement and social background.&nbsp; It offers practical strategies for teaching and&nbsp;supports trainee teachers to understand that: *children's individual backgrounds need to be valued and drawn upon; *deficit descriptions of disadvantaged children and low expectations must be avoided and challenged; *schools, teachers and classrooms must provider rich literacy environments for learning.

Using Talk to Support Writing

Using Talk to Support Writing presents a new and innovative approach to the teaching of early writing. The authors discuss both theoretical and practical issues around using talk in the classroom to support children as they learn to write. 
Set within the context of national concern for achievement in the development of writing ability, it addresses the gap in understanding early teaching and focuses on the exploration of talk and writing interface.

Larkin, Shirley

Fisher, Ros

Jones, Susan J.

Sage Publications Ltd.

Using Talk to Support Writing presents a new and innovative approach to the teaching of early writing. The authors discuss both theoretical and practical issues around using talk in the classroom to support children as they learn to write. Set within the context of national concern for achievement in the development of writing ability, it addresses the gap in understanding early teaching and focuses on the exploration of talk and writing interface.

See the best price to sell, buy, or rent books by Myhill, Debra. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Myhill, Debra

See the best price to sell, buy, or rent books by Myhill, Debra. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Writing Voices: Creating Communities of Writers

Understanding Literacy and Disadvantage (Primary Teaching Now)

Understanding Literacy and Disadvantage (Primary Teaching Now)

Using Talk to Support Writing

Using Talk to Support Writing