Effective Teaching of Writing

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This paper aims to examine critically the issue relating to the effective teaching of writing at both key stages, with children are writers. It shall focus on how children become writers by utilizing different text types. It shall also emphasize on the marking criteria according to the New Primary Framework, the Old Literacy Strategy and the National Curriculum Level descriptors for writing.


It is said the grasping a meaning of the book is the ultimate purpose for reading, and children should not merely focus on what it says but on what it means (Flower and Hayes, 1984). The National Literacy Strategy is said to have achieved a great deal since its introduction in the autumn of 1998. Thousands of head teachers, teachers, and teaching assistants consistently carried out provision for the teaching and learning literacy in primary schools, making more sense to learners than was previously the case (Anwyll, 2001). The strategy is considered a tribute to the work of teachers in KS1 and children's foundation stage in which the basis for expectations of continuing improvement is upon the time when children reach the end of KS2 and move on into secondary schools (Anwyll, 2001).
In this paper, the key stages that will be subject to critical analysis are the stages involving children as writers. It is posited that children tend to write as they speak when they begin to write. Though this may be the case, spoken language is different from written language in several ways, normally pushed by the permanence of the written word, the necessity to be concise and the often separation of the reader from the writer in time and space. ...
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