Writing involves a complex web of deliberations as writers make specific choices from their repertoire of grammatical resources. However, curriculum and assessment criteria that favour top-down prescriptions of writing marginalise the agency of the writer (Gardner, 2012). Conversely, we posit a bottom-up process that integrates grammar teaching…

The narrow teaching of writing that had been common in schools for hundreds of years was challenged in the 1980s by 'one of the most seductive writers in the history of writing pedagogy'. Donald Graves's process approach to writing, as it came to be known, was popular in Australia, New Zealand, USA and the UK. At the heart of Graves's approach was…

Hattie and Timperley's (2007) model of effective feedback, widely used in teacher professional development, provides an easily-applied framework for thinking about the information contained in feedback. However, the model simplifies a complex phenomenon shaped in practice by interpersonal, disciplinary and institutional aspects. Examining the…

The ancient literary form of commonplace books offers rich possibilities to students and teachers of English in Australian schools in the 21st century. By briefly tracing early uses of commonplace books and examining contemporary approaches to the teaching of writing, this paper re-imagines the 15th century commonplace book as a personal learning…

The production of writing occupies a significant place in English classrooms; it also underpins current assessment regimes. While curriculum policies emphasise the need for students to become proficient writers, scant attention has been given to the position of teachers as writers and the impact that such an omission may have on writing pedagogy.…

A scientist explains the processes he uses to draft and redraft articles for scientific journals. (RL)

Presents a professional writer and writing teacher's ideas on writing and the writing process. (JL)

Relates one participant's impressions of an international conference on writing that was held in May 1979 at Carleton University, Ottawa, Canada. Notes the differences between American and British writing research. (RL)

The author uses introspection to consider the critical aspects of the writing process. (RL)

Reports on the positive effects of free writing that is followed by rewriting. (RL)

Provides an absorbing analysis of the composing process as the author reflects on the act of writing in which he is himself engaged. (HOD)

Recommends drama as a technique to help children make a bridge between thinking and writing. (JL)

Presents a new model of the writing process, adding technic to the traditional elements of writer, subject, and audience. Offers 20 questions, based on the dynamics of the new model, to help students write and teachers respond. (RL)

Argues that observations and an analysis of 245 letters written by elementary school students support the idea that writers and learners do know how to promote their own self-development. (JL)

By "conferencing" ideas in writing, the teacher involves students in the experiment and invites them to join with the teacher in investigating writing. (HOD)