ABSTRACT
Chapter 2, Genre and children writing history – reflective and discursive learning, argues strongly that reflective and discursive [R&D] composition/writing does not occur in a vacuum. It is embedded in a teaching process that enables such writing to occur (for one aspect of this, see chapter 3, Oracy: speaking and listening). The teaching process is part of a history education pedagogic culture whose warp and weft are Nuffield Primary History and Cognitive Acceleration learning principles, see p.00. These principles underpin pupil understanding of what ‘Doing History’ involves and upon which all forms and levels of their writing depend, from single words and phrases to extended pieces. In the case studies in this chapter we examine some R&D writing that ensued from R&D teaching, drawing upon examples taken from different categories of genre (table 10.1).
