Teaching Writing

<p>In the 21st century, writing is more important than at any other time in human history. Yet much of the emphasis in schooling has been on reading, and after the early years, writing skills have been given less attention. Internationally, too many children are leaving school without the writing skills they need to succeed in life. <br><br>The evidence indicates that students rarely develop proficiency as writers without effective teacher instruction. <i>Teaching Writing</i> offers a comprehensive approach for the middle years of schooling, when the groundwork should be laid for the demanding writing tasks of senior school and the workplace. <br><br><i>Teaching Writing</i> outlines evidence-based principles of writing instruction for upper primary students and young adolescents. It presents strategies that are ready for adoption or adaptation, and exemplars to assist with designing and implementing writing lessons across the middle years of school. It addresses writing from a multimodal perspective while also highlighting the importance of teaching linguistic aspects of text design such as sentence structure, vocabulary and spelling as foundations for meaning-making. Contributors argue that students need to continue to develop their skills in both handwriting and keyboarding. Examples of the teaching of writing across disciplines are presented through a range of vignettes. Strategies for assessing student writing and for supporting students with diverse needs are also explored. <br><br>With contributions from leading literacy educators, <i>Teaching Writing</i> is an invaluable resource for primary, secondary and pre-service teachers.</p> <p>1. Introduction to teaching writing in the middle years <br>Tessa Daffern and Noella M. Mackenzie<br><br>2. Theoretical perspectives and strategies for teaching and learning writing <br>Tessa Daffern and Noella M. Mackenzie<br><br>3. Teachers as writers<br>Muriel Wells and Damien Lyons<br><br>4. What is involved in the learning and teaching of writing?<br>Tessa Daffern, Michele Anstey and Geoff Bull<br><br>5. Supporting meaning-making through text organisation<br>Beverly Derewianka<br><br>6. Supporting meaning-making through sentence structure and punctuation<br>Beryl Exley and Lisbeth Ann Kitson<br><br>7. Supporting meaning-making through vocabulary<br>Noella M. Mackenzie and Tessa Daffern<br><br>8. Supporting meaning-making through handwriting and keyboarding<br>Noella M. Mackenzie and Rebecca Spokes<br><br>9. Supporting meaning-making through spelling<br>Tessa Daffern<br><br>10. How multimodal text changes the pedagogy of writing<br>Michele Anstey and Geoff Bull<br><br>11. Supporting EAL/D and Indigenous writers<br>Helen Harper, Bronwyn Parkin and Jennifer Rennie<br><br>12. Teaching writing across disciplines: The upper primary school years<br>Tessa Daffern, Elizabeth Baker and Lauren Elise Barlow<br><br>13.Teaching writing across disciplines: The early secondary school years<br>Lisbeth Ann Kitson<br><br>14. Cultivating inclusive writing communities<br>Natalie Thompson and Chris Stevens<br><br>15. Assessing writing: Teacher-led approaches<br>Mary Ryan and Tessa Daffern<br><br>16. Assessing writing: Student-led approaches<br>Natalie Thompson and Paul Grover<br><br>Appendix Graphic organisers and assessment templates<br>Index</p>