ABSTRACT
The purpose of this chapter is to consider a range of ways in which we can support and develop pupils’ writing without falling into the traps identifi ed above. By employing a range of approaches to teaching writing – including using the forms of writing pupils readily engage with (why for example should note-making not be in text language?) – and encouraging pupils to see writing as provisional and exploratory, not simply as fi nal product, we can create classrooms where writing generates enthusiasm rather than confrontation and groans.
