Independent, imaginative writing: lots of problems and some solutions

Research output: Chapter in Book/Report/Conference proceedingChapter

374 Downloads (Pure)

Abstract

This chapter describes part of a series of curriculum development projects set up to identify and tackle the difficulties of teaching imaginative story writing to children aged 7-12 years. The key aims were to develop practical teaching strategies that would work in large mixed ability classes. The projects sought to develop knowledge of writing techniques and an understanding of the writing process to help children and teachers create supportive writing communities. An underpinning principle was that teachers, rather than some pre-determined teaching sequence, should drive the curriculum. Thus, although some of the strategies were presented as teaching sequences (see Ellis & Friel, 1995), teachers were encouraged to use them flexibly to create their own teaching sequences, depending on the needs of the class.
Original languageEnglish
Title of host publicationConnecting Creating: New Ideas in Teaching Writing
Publication statusPublished - 2002

Fingerprint

Teaching
teacher
curriculum development
teaching strategy
development project
curriculum
ability
community

Keywords

  • writing
  • story writing
  • children
  • primary schools
  • linguistics

Cite this

Ellis, S. (2002). Independent, imaginative writing: lots of problems and some solutions. In Connecting Creating: New Ideas in Teaching Writing
Ellis, Sue. / Independent, imaginative writing: lots of problems and some solutions. Connecting Creating: New Ideas in Teaching Writing. 2002.
@inbook{1e54bf2d4b0940368bb861407eace4cc,
title = "Independent, imaginative writing: lots of problems and some solutions",
abstract = "This chapter describes part of a series of curriculum development projects set up to identify and tackle the difficulties of teaching imaginative story writing to children aged 7-12 years. The key aims were to develop practical teaching strategies that would work in large mixed ability classes. The projects sought to develop knowledge of writing techniques and an understanding of the writing process to help children and teachers create supportive writing communities. An underpinning principle was that teachers, rather than some pre-determined teaching sequence, should drive the curriculum. Thus, although some of the strategies were presented as teaching sequences (see Ellis & Friel, 1995), teachers were encouraged to use them flexibly to create their own teaching sequences, depending on the needs of the class.",
keywords = "writing, story writing, children, primary schools, linguistics",
author = "Sue Ellis",
year = "2002",
language = "English",
isbn = "1-897638-26-4",
booktitle = "Connecting Creating: New Ideas in Teaching Writing",

}

Ellis, S 2002, Independent, imaginative writing: lots of problems and some solutions. in Connecting Creating: New Ideas in Teaching Writing.

Independent, imaginative writing: lots of problems and some solutions. / Ellis, Sue.

Connecting Creating: New Ideas in Teaching Writing. 2002.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Independent, imaginative writing: lots of problems and some solutions

AU - Ellis, Sue

PY - 2002

Y1 - 2002

N2 - This chapter describes part of a series of curriculum development projects set up to identify and tackle the difficulties of teaching imaginative story writing to children aged 7-12 years. The key aims were to develop practical teaching strategies that would work in large mixed ability classes. The projects sought to develop knowledge of writing techniques and an understanding of the writing process to help children and teachers create supportive writing communities. An underpinning principle was that teachers, rather than some pre-determined teaching sequence, should drive the curriculum. Thus, although some of the strategies were presented as teaching sequences (see Ellis & Friel, 1995), teachers were encouraged to use them flexibly to create their own teaching sequences, depending on the needs of the class.

AB - This chapter describes part of a series of curriculum development projects set up to identify and tackle the difficulties of teaching imaginative story writing to children aged 7-12 years. The key aims were to develop practical teaching strategies that would work in large mixed ability classes. The projects sought to develop knowledge of writing techniques and an understanding of the writing process to help children and teachers create supportive writing communities. An underpinning principle was that teachers, rather than some pre-determined teaching sequence, should drive the curriculum. Thus, although some of the strategies were presented as teaching sequences (see Ellis & Friel, 1995), teachers were encouraged to use them flexibly to create their own teaching sequences, depending on the needs of the class.

KW - writing

KW - story writing

KW - children

KW - primary schools

KW - linguistics

M3 - Chapter

SN - 1-897638-26-4

BT - Connecting Creating: New Ideas in Teaching Writing

ER -

Ellis S. Independent, imaginative writing: lots of problems and some solutions. In Connecting Creating: New Ideas in Teaching Writing. 2002