ABSTRACT
Words, phrases and clauses are not simply neutral grammatical structures which are naturally acquired; they are the essential semiotic resource for meaning-making in print or on screen. The choice of a verb, the shape of a sentence, the connotation of a metaphor each subtly shift and nuance the potential meaning in a text in the same way that paralinguistic features such as body language, intonation and emphasis do in speech. One of the most effective ways to teach helps children to be aware of and to control different language features is to start with a rich text. Learning about language through the context of high quality writing, rather than through a series of exercises on grammar and punctuation, enables children to see how language really works. Creating time to read aloud to children and for children to read independently right the way through the school are effective strategies for developing a feeling for language.
