Teaching Writing 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.
Key Features
- Evidence-based principles of writing instruction.
- Strategies for writing lessons suitable for middle years.
- Focus on linguistic aspects and multimodal writing.
- Includes contributions from leading literacy educators.
- Resource for primary, secondary, and pre-service teachers.
Additional Information
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.
Specifications
Tessa Daffern is a Senior Lecturer in Literacy Education at the University of Wollongong, and author of The Components of Spelling. In 2012 she was one of the first Australian educators certified as a Highly Accomplished Teacher. Noella M. Mackenzie is Associate Professor in Literacy Studies at Charles Sturt University, and author of Understanding and Supporting Young Writers from Birth to 8.
