ABSTRACT
Writing has become, rightly, the major concern of the government agencies that monitor the curriculum, and many teachers. This anxiety should not be surprising. Writing is the most difficult literacy undertaking any one of us can tackle. Huge numbers of pupils achieving the required Levels in English at the end of Key Stages 2 and 3 often have a disparity in reading and writing attainment, with the better reading scores supporting lower attainment in writing. English teachers have long recognised that pupils entering secondary schools bring superior reading attainment, with writing skills trailing badly.
