ABSTRACT
The achievement of success in writing, in a sense, remains a continuing ambition which is never fully realised. A teacher would plan in the course of a school session different schemes of work which would include as principal goals key writing tasks to be completed by all pupils. Coherent theoretical statement is then exemplified by a classroom case study to show how the proposed rationale can be implemented in practice. The long-term aim of such a writing curriculum would be to help children to make progress towards the ultimate goal of their eventually becoming versatile and successful writers with a varied repertoire of skills. The traditional approach to the classroom assessment of writing is quite different; it is norm-referenced. The younger children became a focus for pre-writing discussion and at the conclusion of the main assignment a selected group of high school pupils visited them to read their work and answer questions.
