ABSTRACT
Summary of the chapter
Exploring the usefulness of ‘scaffolding’ when teaching the skill set of writing, making sure that children are challenged but not daunted when tackling projects.
Looking at the ‘process approach’ to writing, rather than being driven by the writing-as-product idea.
Modelling the writing and ‘interrogating’ the text. Using the story ‘The Dreamstones’ (referred to in the chapter on writing historical stories) as an exemplar for giving children confidence when questioning text and when improving their own work, plus helping to create a sense of both ownership of one’s writing while establishing a ‘community of writers’ in the classroom.
Suggesting a few alternative marking strategies.
Offering some final guidelines for taking the writing process forward.
