To date there have been no systematic studies examining the ways in which teachers in England focus and adapt their teaching of writing. The current study addresses this gap by investigating the nature and frequency of teachers' approaches to the teaching of writing in a sample of English primary schools, using the "simple view of…

Seven hundred and fifty compositions, randomly selected from National Assessment of Educational Progress essays written by 9-, 13- and 17-year-olds, were analyzed in a study of the skills that go into the writing of a good composition. The essays were first rated as high, medium, or low in quality. A total of 43 different indices reported or…