Improving Writing

Practical ways to improve writing

Key Changes to National Curriculum

• Primary programme is specific, highly structured and detailed

• The Secondary programme is significantly shorter and less prescriptive

• In Primary: strong emphases on phonics, spelling & grammar

• In Secondary: wider reading, author study and a selected tange of ‘classic literature’

• ‘spoken English’ plays less significanr role• Modern Technology is absent

Grammar Issues

Recent research has found:1. Direct instruction in grammar and spelling

produces very limited results2. Nearly all of out knowledge of grammar &

Spelling is acquired and absorbed through extensive reading

Re-defining grammarDebra Myhill, Exeter University

• Embedding grammar within the teaching of writing improves pupils’ writing

• Emphasis on exploring how grammar works in texts rather than on grammatical terminology

• Lack of confidence with grammar is more likely to lead to prescriptive, de-contextualised teaching of meta-language

• Grammatical meta-language is used, but it is explained through examples

• Avoid definitions which confuse (e.g. A Verb is a doing word) or teaching misconceptions (punctuation is about breathing)

Earth has not anything to show more fair:Dull would he be of soul who could pass byA sight so touching in its majesty:This City now doth, like a garment, wearThe beauty of the morning: silent, bare,Ships, towers, domes, theatres, and temples lieOpen unto the fields, and to the sky;All bright and glittering in the smokeless air.Never did sun more beautifully steepIn his first splendour, valley, rock, or hill;Ne'er saw I, never felt, a calm so deep!The river glideth at his own sweet will:Dear God! the very houses seem asleep;And all that mighty heart is lying still!

Composed Upon Westminster Bridge, September 3, 1802

Teaching Grammar: possible next steps

• Build on current (often implicit approaches)• Review the KS2 expectations• Reinforce Year 5/6 grammar knowledge in your Year 7

programme• Make use of existing glossaries (e.g. Primary NC) and

NATE schemes of work to support staff• Plan aspects of grammar into all SoW at Key Stage 3• Draw up a policy statement/guidance for the

department; include the implicit teaching of grammar (e.g. through marking)