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Literacy at Transition: The Problem of the Developing Writer.

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A case study explored the issue of writing at transition, by describing the types of writing tasks a group of four pupils did at the end of Year 6, and at the beginning of Year 7. The range of writing activities has not changed much in the last 20 years, in spite of the introduction of the National Curriculum. The data indicate a mismatch of expectation at transition among teachers, pupils, and parents about the teaching and uses of writing. Concludes: (1) in spite of 10 years of the National Curriculum, there does not appear to be a significant change in the range and types of writing that pupils use in primary and secondary schools; (2) the teaching of genres is patchy and often does not happen, though in some subject areas pupils were taught how to write in a particular genre; and (3) if the concern is to raise standards, there appears to be a need for a more explicit, shared model of writing across the curriculum, and between phases, to enable students to master those genres of writing that will enable them to be successful in different subjects. (Contains 39 references.) (RS)

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Author:Tabor, Daniel
Publication:ERIC: Reports
Date:Sep 1, 1999
Previous Article:The Dialogue of Spoken Word and Written Word.
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