The Development of Young Writers in an English Classroom: Opening Up Dialogue with Year 8 Students
This essay explores what the development of writing might look like and how it might take shape in a secondary English classroom. The study problematises current definitions of progress. In direct opposition to standards-driven models, I propose an alternative way of thinking about the development of writers through a series of narrative accounts that shed light on actual learning moments. The study explores the potential of gaining insight into a learner’s writing history, their attitudes and feelings towards writing, the potential of fostering writing communities and finding alternative ways of responding to writing. I argue that current assessment regimes misrepresent how writers develop and thus tend to have a negative impact on learners’ confidence and enjoyment of writing.
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Document Type: Research Article
Affiliations: Institute of Education, University of London, London, UK
Publication date: April 3, 2015