ABSTRACT
In this chapter, we tell the writing history of our granddaughter, Shoshana, learning to write from preschool to secondary school, which leads to a theory to test against other developing writers. Much of what is known about language and literacy development comes from case studies of researchers' children such as those conducted by Bissex (1985) and Halliday (1975). Our purpose is to show how Shoshana learned to write in order to reclaim the importance of understanding how all children learn to write.
