ABSTRACT
In the past, writing in primary classrooms was synonymous with copying and handwriting practice in addition to the use of decontextualised grammar exercises ( Chapter 12, ‘The development of writing’). The idea that children needed to experience the writing and composing of their own texts was alien to these earlier methods. There was also a lack of understanding of the ways that all writing is created as part of a process. Since that time we now understand much more about the differences between the process of writing and the end products.
