ABSTRACT
This chapter deals with exemplifying some 'proper learning orders' for writing and commenting on them, though there are few in anything like the developed form that Moffett devises; another indication that writing has been left to take care of itself in this respect. The importance and widespread use of these methods for organising learning make inevitable some attempt to analyse how the writing activities they generate may be related to a general writing programme. Providing contexts for writing, suggesting variations in purpose and audience are only part of the teacher's contribution; at least as important is the introduction of appropriate models of writing and helping children to discover and talk about significant features in what they produce. Nevertheless, it does have a foundation in how real children behave and taken together with the more general outlines that precede it, should furnish a series of reference points for planning individual writing policies or programmes.
